Abstract:
This case study summarizes curriculum revision to foster critical reflection among teacher candidates in an Agriscience and Natural Resources Education (ANRE) teacher preparation program at Michigan State University. Specifically, we analyze the usefulness, applicability, benefits, and drawbacks of student-designed action research projects during the internship (student teaching) year. We review the theoretical evolution of and frameworks for reflective teaching and teacher action research. Student assignments included deep reading and dialogue around problems of practice that could be studied using action research in the classroom, reflective journaling, design of the research projects, and poster presentation of findings and implications for teaching practice. This case study describes how we provided guidance to foster an inquiry-oriented professional learning environment to allow teacher candidates to explore problems of practice relevant to the settings of ANRE. Students initially demonstrated
resistance to this approach, but then reported that they developed inquiry processes that they believed would be beneficial in their careers. We conclude with benefits and weaknesses of this approach, and recommendations for fostering reflective practice orientations among agriculture and natural resources undergraduates to address
increasingly complex social problems.
Keywords:
critical reflection, action research projects, case study, teacher preparation, reflective journaling, inquiry-oriented learning environment, reflective teaching
 15_Rivera_Dec2011.pdf | [ ] | 145 kB |
