Promoting reflection through an engaged action research practicum.
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| Title: | Promoting reflection through an engaged action research practicum. |
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| 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] |
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| Database: | Education Research Complete |
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