Action research as an approach to professional and organizational development in teacher education

Sigrid Gjøtterud

Associate Professor, Norwegian University of Life Sciences, Section for Learning and Teacher Education

Erling Krogh

Associate Professor, Norwegian University of Life Sciences, Section for Learning and Teacher Education

Abstract: Evaluations show that student teachers often experience a gap between the knowledge presented in teacher education, and the knowledge needed for handling complex teaching situations (NOKUT, 2006).  On this background a group of teacher educators in a Norwegian University carried out an action research project over a period of five years (2005 – 2010) (Gjøtterud, 2011). The aim of the project was to bridge the gap by improving our (as educators’) guiding skills. Writing assignments is a core task in the student teachers’ learning process, thus guiding writing processes is important. Enhancing our guiding practice was chosen in order to improve the study program. The methodology adopted and developed was an interplay of first-person inquiries embedded in Living Theory (Whitehead & McNiff, 2006), and Co-operative inquiry inspired by Heron and Reason (2001; 2008). This paper seeks to explore the question of how action research may be used as an approach for developing teacher education.

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