Reconceptualizing Preservice Teacher Preparation in Science Literacy Education Using Action Research in South Africa

Abstract

This chapter presents a reconceptualization of preservice teacher preparation in the context of science, information technology, and African language education using action research (AR). The authors provide a background of AR as a transformative practice, along with benefits and possible limitations, and describe how student teachers turn theory to practice as change agents engaging in reflection and implementing solutions. Collaborative interaction between mentor teachers and lecturers and the project reports and reflective journals generated by the student teachers are integral parts of the research design and internship program. The authors recommend the use of AR to empower student teachers to deal effectively with probems that arise, and they discuss future research directions.