Action Research with Undergraduate Preservice Teachers: Emerging/Merging Voices


Journal Article

© 2007, Copyright Taylor & Francis Group, LLC. This inquiry investigates action research as a tool to facilitate reflective practice in undergraduate preservice teachers. Typically utilized in graduate programs, action research is a viable tool for increasing preservice teachers' systematic classroom-based inquiry. This process is examined through a theoretical framework of narrative inquiry, and it utilizes a participatory design as the basis of inquiry. In this design, instructor and student are inquirers empowered to share their interpretations of the process of action research. The findings stem from a merging of the experiences of instructor and student and include recommendations for using action research with undergraduate preservice teachers, as well as suggestions for further consideration of the process.

Full Text

Duke Authors

Cited Authors

  • Carboni, LW; Wynn, SR; McGuire, CM

Published Date

  • October 1, 2007

Published In

Volume / Issue

  • 29 / 3

Start / End Page

  • 50 - 59

Electronic International Standard Serial Number (EISSN)

  • 2158-6098

International Standard Serial Number (ISSN)

  • 0162-6620

Digital Object Identifier (DOI)

  • 10.1080/01626620.2007.10463460

Citation Source

  • Scopus