“I’m Not So Sure ...”: Teacher Educator Action Research Into Uncertainty

• In Event: Roundtable Session 14
  In Roundtable Session: Action Research and Vocality: The Power of Personal and Social Transformations for Students and Educators

Abstract

This three-semester action research project describes the development of an assignment that allowed preservice teachers to name a significant issue that they were unsure of, research the issue, create an action plan and reflect on the process of the assignment. This study also reaffirms the theoretical perspective that action research is about taking pedagogical risks to improve the quality of educational processes rather than only specified outcomes (Elliott, 1991).

Author

• Carrie Ann Barnes Rogers, Western Carolina University