International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 4 (5), pp. 001-010, May, 2018. © International Scholars Journals
Full Length Research Paper
Using action research to develop deep learning outcomes within a preservice teacher education context
Christopher Gordon, Ray Debus, Jane Dillon, xMichael Arthur-Kelly
Charles Sturt University, University of Sydney, NSW Department of Education and Training xUniversity of Newcastle
Accepted 18 January, 2018
Abstract
This paper describe one aspect of a recent study that investigated the impact and dimensions of several teaching and learning approaches utilised in tertiary institutions. The study aimed to reduce reliance on surface learning techniques and improve deep learning processes amongst a cohort of undergraduate students studying in a Bachelor of Education (Early Childhood) at a regional university in NSW, Australia. The quantitative results of the study have been reported elsewhere and this paper details the whole of course interventions and results of the action research component.
Keywords: Action research, deep learning, preservice teacher education