Repositioning Research As Writing to Improve Student Learning
journal contributionposted on 2023-05-17, 10:40 authored by Booth, S
In recent years teacher education has used the process and practices of research to improve pre-service teachers’ pedagogical practices. Pre-service teachers, however, generally prefer to understand the practices of teaching rather than research. This paper considers the writing process rather than the research process as central to the construction of pre-service teachers’ subjectivities. It explores the responses of twenty-six Tasmanian Secondary English postgraduate pre-service teachers in 2004 and 2005, drawing on data from research writing projects, surveys and interviews. These responses indicated that when writing is positioned central to the research process it can change pre-service teachers’ construction of research and in turn improve pedagogical practice and most importantly student learning.
Publication titleAustralian Journal of Teacher Education
PublisherSocial Science Press
Place of publicationAustralia
Rights statementCopyright 2007 Australian Journal of Teacher Education