University of Tasmania
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Repositioning Research As Writing to Improve Student Learning

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journal contribution
posted 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.

History

Publication title

Australian Journal of Teacher Education

Volume

32

Issue

4

Pagination

1-13

ISSN

1835-517X

Publisher

Social Science Press

Place of publication

Australia

Rights statement

Copyright 2007 Australian Journal of Teacher Education

Repository Status

  • Open

Socio-economic Objectives

Teacher and instructor development

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