@article {Price:2001:0022-0272:43,
title = "Action research, pedagogy and change: the transformative potential of action research in pre-service teacher education",
journal = "Journal of Curriculum Studies",
parent_itemid = "infobike://routledg/tcus",
publishercode ="routledg",
year = "2001",
volume = "33",
number = "1",
publication date ="2001-01-01T00:00:00",
pages = "43-74",
itemtype = "ARTICLE",
issn = "0022-0272",
eissn = "1366-5839",
url = "https://www.ingentaconnect.com/content/routledg/tcus/2001/00000033/00000001/art00003",
doi = "doi:10.1080/00220270118039",
author = "Price, Jeremy N.",
abstract = "Although action research is recognized as an important tool in promoting reflective practice and educational change, little has been written about what it would mean for pre-service teachers to engage in action research. I examine 11 pre-service teachers' experiences of action research and unravel ways in which they made connections among pedagogy, research, and change. I contend that crafting an action-research course needs careful deliberation, because its content can powerfully influence the shape of teaching practice. I explain four critical components of such a course: reflection and inquiry; learning about students; learning about pedagogical content knowledge; and learning about social justice and democracy. Through a close study of three teacher candidates' action-research studies, I show how they used this framework as a springboard to develop and enhance their commitments, ideas, and practices as beginning teachers.",
}