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Student Teacher as Researcher: Accepting Greater Responsibility for Learning about Teaching

Student Teacher as Researcher: Accepting Greater Responsibility for Learning about Teaching Student teachers' learning about teaching can be substantially enhanced through teacher preparation if a student teacher as researcher stance is adopted. Through this approach, student teachers can develop more meaningful and sustained ways of focusing on their learning about teaching by extending reflection into more systematic inquiries into practice. In so doing, the value and intent of student teachers as researchers can be a most empowering outcome. However, such an approach requires teacher educators to trust that student teachers can (and should) accept more responsibility for their own learning about teaching. This paper examines one way of developing a student teacher as researcher approach in teacher education that (hopefully) helps to challenge the more traditional role of teacher educators directing student teachers' learning about teaching. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Student Teacher as Researcher: Accepting Greater Responsibility for Learning about Teaching

Loughran, J. John
Australian Journal of Education , Volume 48 (2): 9 – Aug 1, 2004
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References (9)

Publisher
SAGE
Copyright
© 2004 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494410404800209
Publisher site
See Article on Publisher Site

Abstract

Student teachers' learning about teaching can be substantially enhanced through teacher preparation if a student teacher as researcher stance is adopted. Through this approach, student teachers can develop more meaningful and sustained ways of focusing on their learning about teaching by extending reflection into more systematic inquiries into practice. In so doing, the value and intent of student teachers as researchers can be a most empowering outcome. However, such an approach requires teacher educators to trust that student teachers can (and should) accept more responsibility for their own learning about teaching. This paper examines one way of developing a student teacher as researcher approach in teacher education that (hopefully) helps to challenge the more traditional role of teacher educators directing student teachers' learning about teaching.

Journal

Australian Journal of Education – SAGE

Published: Aug 1, 2004

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