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Showing papers in "The Qualitative Report in 2010"



Journal Article
TL;DR: Auger et al. as mentioned in this paper proposed an image as a construct to understand preservice teachers' particularistic knowledge of their action research experiences, which were derived from the themes and patterns prevalent in participants' metaphors and accompanying narratives, and from other data (journals, action research reports, and focus group interviews).
Abstract: Introduction In recent years, action research has become part of teacher education programs across teacher education programs in North America and is helping preservice teachers experience the concept of teacher-as-researcher before they step into their teaching careers. Yet, there has been very little research on preservice teachers' action research experiences. The purpose of this paper is to address the gap that exists in the knowledge base for understanding the repertoire of images that preservice teachers gain as they engage in action research. In this study, image is proposed as a construct to understand preservice teachers' particularistic knowledge of their action research experiences. Participants' images of their action research experiences were derived from the themes and patterns prevalent in participants' metaphors and accompanying narratives, and from other data (journals, action research reports, and focus group interviews) that were collected to provide a "rich picture" (Johnston, 1992, p. 124) of participants' action research experiences. Literature Review A growing body of scholarship has indicated the importance of action research as a component of preservice teacher education (Auger & Wideman, 2000; Chant, Heafner, & Bennett, 2004; Rock & Levin, 2002; Szabo, Scott, & Yellin, 2002). Within this body of scholarship, some studies claim that preservice teachers who engage in action research develop an educational appreciation system (Dinkelman, 1997; Ross, 1987; Woodlinger, 1996). Ross describes the appreciation system of practitioners as one that consists of "their fundamental values and theories and their repertoire of examples, images, understandings and actions" (p. 135). Recent research has provided some knowledge on the "range and variety of the repertoire" (Schon, 1983, p. 140) of understandings (Auger & Wideman, 2000; Chant et al., 2004; Gitlin, Barlow, Burbank, Kauchak, & Stevens, 1999; Rock & Levin, 2002; Szabo et al., 2002) and actions that preservice teachers gain as a result of their action research experience (Auger & Wideman; Duffield & Townsend, 1999; Rock & Levin). Despite the growth of the knowledge base for the repertoire of understandings and actions respectively, very little is known about the contribution of action research to the repertoire of images that also make up preservice teachers' appreciation systems. What little is known about images can be gathered from the studies by Fueyo and Koorland (1997) and Fueyo and Neves (1995). These studies contend that participation in action research projects results in preservice teachers taking up images like inquiry-oriented observers, ethnographers, change agents (Fueyo & Neves) and problem-solvers (Fueyo & Koorland). Most of these images pertain to the four stages of the action research spiral: plan, act, observe, and reflect. So far, the knowledge base for the repertoire of images only conveys preservice teachers' knowledge of techniques (Fueyo & Koorland, 1997; Fueyo & Neves, 1995) that they need to function within the four stages of the action research spiral but does not provide an insider's perspective into the images that evolve as preservice teachers are engaged in the action research process itself. On the other hand, a number of studies indicate the importance of how images play a profound role in teaching, learning, and problem-solving (Bullough, 1991; Bullough & Stokes, 1994; Calderhead & Robson, 1991; Johnston, 1992; Russell & Johnston, 1988; Russell, Munby, Spafford, & Johnston, 1988; Zaltman & Zaltman, 2008). Calderhead and Robson (1991) state that "images, whether representation or reconstructions, provide us with an indicator of teachers' knowledge and enable us to examine the knowledge growth attributable to different training experiences and the relationship between knowledge and observed practice" (p. …

7 citations


Journal Article

3 citations


Journal Article
TL;DR: The Virginia licensure application as mentioned in this paper requires course exemption/advanced placement and transfer credit forms to be completed and returned to the Office of Academic Programs by the first semester of matriculation.
Abstract: [ ] Meet with advisor to plan program of studies as soon as you are admitted. [ ] File program of studies form with the Office of Academic Programs during your first semester of matriculation. If relevant, be sure to have all course exemption / advanced placement and transfer credit forms completed and returned to the Office of Academic Programs. Don't forget to keep a copy of your program of studies for yourself! [ ] File for licensure, if applicable, two weeks prior to graduation. Please see the Associate Dean of Professional Services for applications and further information. You may also access the Virginia licensure application at: [ ] Apply for graduation (with the Office of Academic Programs) by July 1 for January graduation; by October 1 for May or August graduation.

2 citations