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Action research in teacher education

Two teacher-educators practice action research as they introduce action research to preservice teachers

Brock University, Canada, jkitchen{at}brocku.ca

Dianne Stevens

University of Toronto, Canada

Two teacher-educators, an instructor and a teaching assistant, designed an action research project focused on enhancing their professional practice and the practice of their students by introducing the preservice teachers to action research. Both teacher-educators viewed this decision as progressive and emancipatory, as action research encourages inquiry and reflection, connects theory to practice, and creates links between preservice and in-service teaching. Simultaneously, the teacher-educators integrated preservice curriculae, modeling the enriched teaching and learning that can result from an interdisciplinary approach. Data include preservice teachers' action research proposals, reports and reflections, as well as the teacher-educators' reflections and collaborative conversations. Instructors used self-study methodology to reflect on their effectiveness in enhancing the professional lives of their students and themselves. A significant number of preservice teachers indicated that engaging in action research expanded their conceptions of teaching; such expansion holds potential for fostering change in schools.

Key Words: inquiry • instructional improvement • interdisciplinary • self-study • teacher collaboration

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