Thinking Like Researchers: Action Research and Its Impact on Novice Teachers’ Thinking

• In Event: Roundtable Session 20
  In Roundtable Session: Developing Teacher Education Pedagogies

Abstract

This study investigated how conducting an action research project during the student teaching experience affected the ways that novice teachers thought about conducting research and about themselves as researchers. The theoretical framework drew on research that has found that conducting action research is a valuable learning experience (Mitchell, Reilly, & Logue, 2009) and that the work of conducting action research strengthens teachers’ future practice and identity (Goodnough, 2011). Multiple data sources were interpreted, including interviews, students’ completed action research projects, and informal interviews and an e-mailed reflective journal to serve as member checking for each participant. Data were collected and analyzed using a case study format (Yin, 2009) and methods according to Miles and Huberman (1994).

Authors

• Janine Schank Davis, University of Mary Washington

• Courtney M. Clayton, University of Mary Washington

• John P. Broome, University of Mary Washington