This book will guide trainee teachers through each step of the teaching training process, from initial stages of planning and research, through to how to analyse data and write up a research project.
Action research is a popular part of many teacher training courses but understanding how to do it well is not always straightforward. Previously known as Action Research for New Teachers, this book will guide trainee teachers through each step of the process, from initial stages of planning and research, through to how to analyse data and write up a research project.
This second edition includes:
· A new ‘Critical task’ feature, with suggested responses
· Discussion of where action research ‘fits’ in the word of education research
· Exploration of the skills and attributes needed for undertaking action research
· Guidance on how to write with clarity and purpose.
| About the authors |
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vii | |
| Acknowledgements |
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ix | |
| New to this edition |
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xi | |
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1 | (18) |
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Part 1 Planning and Preparing for Your Action Research Project |
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19 | (64) |
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2 Identifying A Focus For Your Action Research Project |
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21 | (12) |
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3 Defining Clear Enquiry Objectives |
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33 | (12) |
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4 Engaging With The Literature |
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45 | (14) |
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5 Considering Ethical Issues |
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59 | (12) |
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6 Planning To Gather Data |
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71 | (12) |
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Part 2 Undertaking Your Action Research Project |
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83 | (38) |
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85 | (12) |
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8 `Capturing' Your Evidence |
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97 | (12) |
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109 | (12) |
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Part 3 Writing Your Action Research Project Report |
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121 | (66) |
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10 Writing The Introduction To Your Action Research Report |
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123 | (10) |
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11 Writing The Literature Review |
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133 | (12) |
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12 Writing The Enquiry Design Or Research Plan |
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145 | (10) |
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13 Writing The Implementation And Analysis Section |
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155 | (12) |
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14 Writing The Conclusion To Your Action Research Report |
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167 | (10) |
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177 | (10) |
| References |
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187 | (4) |
| Index |
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191 | |
Much to the surprise of anyone who meets him now, when he was a young man, Colin Forster spent two years working as an outdoor activities instructor and it was during this time that he developed an interest in education. He began his primary teaching career in south west London before moving to Gloucestershire, where he continued to gain school leadership experience. He is currently a senior lecturer in primary education at the University of Gloucestershire, where he has gained considerable experience of primary teacher education course leadership and in supporting students, at both undergraduate and postgraduate level, with research projects focused on improving practice. His areas of interest include primary science, behaviour management and action research and he has undertaken research into childrens experience of homework in the primary years.
Rachel Eperjesi knew she wanted to be a teacher from the age of 5. However, some rather poor careers advice led her to embark on a medical degree, which quickly resulted in her declaring it too messy and she decided to follow her heart into teaching instead. After completing a BEd Hons, Rachel taught in Foundation Stage and Key Stage 1 (also quite messy) in Gloucestershire, as well as undertaking English consultancy for the local authority. She now works at the University of Gloucestershire, lecturing in primary English and professional studies, as well as currently leading the School Direct PGCE Primary course. Rachel has supported many students, both undergraduate and postgraduate, with research projects focusing on improving their educational practice.
