View in EDS HTML Full Text PDF Full Text

Promoting reflection through an engaged action research practicum.

Saved in:
Bibliographic Details
Title: Promoting reflection through an engaged action research practicum.
Authors: Barger, Corinne1 (AUTHOR) cbarger@ubiobio.cl, Lara, S.1 (AUTHOR)
Source: Educational Action Research. Feb2026, Vol. 34 Issue 1, p83-101. 19p.
Subject Terms: *Action research, *Reflective teaching, *Interpersonal relations, *Teacher development, *Student teaching, *Student teachers, *Teacher education, Introspection
Abstract: Reflection is a critical skill which supports teachers in their decision making and more importantly contributes to the enactment of educational reform and continuous professional learning. In teacher education programs, action research has become a valuable tool to facilitate pre-service teachers' reflection skills. Nevertheless, the current use of action research primarily in final practicum experiences has created several important challenges, impacting its ability to effectively inspire reflective teaching. These challenges mainly radiate from complicated triadic relationships. Utilizing an action research methodology, the authors assess the collaborative implementation of an engaged action research project among triad members at a Chilean public university, evaluating how it promotes teacher reflection according to Korthagen's model of core reflection alongside continued barriers. This study demonstrates how a community-engaged action research experience pushes pre-service teacher reflection towards core reflection, focusing on teacher competency, but also highlights important challenges that need to be addressed, including timing, micropolitical literacy, and diverse agendas. [ABSTRACT FROM AUTHOR]
Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 191725984
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Promoting reflection through an engaged action research practicum.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Barger%2C+Corinne%22">Barger, Corinne</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cbarger@ubiobio.cl</i><br /><searchLink fieldCode="AR" term="%22Lara%2C+S%2E%22">Lara, S.</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Educational+Action+Research%22">Educational Action Research</searchLink>. Feb2026, Vol. 34 Issue 1, p83-101. 19p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Action+research%22">Action research</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+teaching%22">Reflective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teaching%22">Student teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Introspection%22">Introspection</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Reflection is a critical skill which supports teachers in their decision making and more importantly contributes to the enactment of educational reform and continuous professional learning. In teacher education programs, action research has become a valuable tool to facilitate pre-service teachers' reflection skills. Nevertheless, the current use of action research primarily in final practicum experiences has created several important challenges, impacting its ability to effectively inspire reflective teaching. These challenges mainly radiate from complicated triadic relationships. Utilizing an action research methodology, the authors assess the collaborative implementation of an engaged action research project among triad members at a Chilean public university, evaluating how it promotes teacher reflection according to Korthagen's model of core reflection alongside continued barriers. This study demonstrates how a community-engaged action research experience pushes pre-service teacher reflection towards core reflection, focusing on teacher competency, but also highlights important challenges that need to be addressed, including timing, micropolitical literacy, and diverse agendas. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191725984
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/09650792.2025.2514448
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 83
    Subjects:
      – SubjectFull: Action research
        Type: general
      – SubjectFull: Reflective teaching
        Type: general
      – SubjectFull: Interpersonal relations
        Type: general
      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: Student teaching
        Type: general
      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Introspection
        Type: general
    Titles:
      – TitleFull: Promoting reflection through an engaged action research practicum.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Barger, Corinne
      – PersonEntity:
          Name:
            NameFull: Lara, S.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 09650792
          Numbering:
            – Type: volume
              Value: 34
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Educational Action Research
              Type: main
ResultId 1