Using Action Research as a Signature Pedagogy to Develop EdD Students’ Inquiry as Practice Abilities

  • Ray R. Buss Arizona State University
Keywords: inquiry as practice, signature pedagogy, action research, EdD programs

Abstract

In this essay, I describe the role of action research (AR) in developing inquiry as practice among students in a CPED-guided EdD program. The essay is focused on issues such as (a) the need for developing inquiry as practice skills; (b) a rationale for using AR to develop inquiry skills; and (c) developing inquiry as practice through cycles of AR. I provide a rich, detailed description about how our faculty members have used it to develop students’ inquiry skills. The essay concludes with an examination of the challenges of using AR and a summary of its merits to prepare students’ inquiry as practice orientations and skills. 

   

Author Biography

Ray R. Buss, Arizona State University
Dr. Ray Buss is Associate Professor of Educational Psychology and Educational Research in the Mary Lou Fulton Teachers College at Arizona State University. He conducts research on the development of leadership identity and researcher identity in EdD students; explores EdD program factors and their influence on doctoral students; and with colleagues, he examines the effects of technology infusion in teacher preparation courses on teacher candidates’ use of technology during instruction.
Published
2018-03-15
How to Cite
Buss, R. R. (2018). Using Action Research as a Signature Pedagogy to Develop EdD Students’ Inquiry as Practice Abilities. Impacting Education: Journal on Transforming Professional Practice, 3(1). https://doi.org/10.5195/ie.2018.46
Section
Essays