Action Research as Induction Support: A Case Study of Teacher Residents' Experiences With Inquiry

• In Event: 35.069 - High-Quality Induction Programs: Possibilities and Challenges

Abstract

The study investigated the induction experiences of STEM teachers prepared in an urban teacher residency program. Specifically, this paper examines teachers’ experiences in monthly inquiry meetings. The primary objective of the inquiry group is to introduce participants to classroom-based action research and aid them in the development of their own action research project. To better understand the value of action research and teacher inquiry as a meaningful professional development tool, a case study was conducted involving one inquiry group comprised of five middle grades STEM teachers. The qualitative analysis of data collected—multiple semi-structured interviews, informal conversations, and observations—yielded mixed reactions to the utility of teacher driven inquiry and action research as a professional development tool.

Author

• Danielle Sutherland, Michigan State University