Who gets it
Engaging in action research in Zimbabwe
Bibliographic Data
| ID | 6134403 |
|---|---|
| Authors | Jim Weiler (Ashland University, corresponding author) |
| Year | 2007 |
| Volume | 5 |
| Issue | 2 |
| Pages | 139-159 |
| Publication date | 2007-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Action Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-7503 • E-ISSN: 1741-2617 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476750307077320 |
| OpenAlex | W2079979150 |
| Language | EN |
| References cited | 13 |
A tension exists between institutional requirements of reflective thinking among teachers and the realities of the classroom. The former is often ambiguous, complex, and difficult. Without laying much groundwork, there is little incentive for student teachers to take on such a challenge. This article offers four vignettes of student teachers' attempts at conducting action research in a Zimbabwean context. With minimal familiarity, preparation, and support, each student's success varied: one student completed the task without a deeper understanding; a second did not conduct much of the research; another was able to integrate the research process with his teaching practice; and the last student already possessed the skills and disposition needed to be successful. This article helps name some of the common enablers and obstacles to promoting reflexive thinking among student teachers. It starts first and foremost by establishing issues that need to be part of any dialogue on the meanings and ideals of action research in support of teaching in a development context
Action (physics · Action research · Context (archaeology · Disposition · Engineering ethics · Incentive · Management · Mathematics education · Pedagogy · Process (computing · Reflexivity · Social science · Sociology · Task (project management · Adult and Continuing Education Topics · Computer Science · Engineering · Psychology · Reflective Practices in Education · Social Psychology · Teacher Education and Leadership Studies
Becoming Critical
Participatory action research and popular education in Latin America
An inquiry into the development of critical reflection in secondary student teachers
Professional development through action research in township primary schools in South Africa
Professional Development in Higher Education
An Examination of the Construct of Critical Reflection
| Citation velocity | historical |
|---|---|
| Highly cited | No |