Preservice Teachers as Action Researchers: Utilizing Case Reports to Promote Learning and Growth

• In Event: The Stories We Tell: Identity, Action Research, and Ethnography in Teacher Education

Abstract

This inquiry examined case reports produced by 11 PSTs during their elementary student teaching experience in order to better understand how they engaged with these reports to deepen their understanding of the multifaceted demands of teaching and learning, specifically observing how they were able to problem-solve, think critically, and self-reflect through this exercise. Analysis revealed four emerging categories from the PST’s case reports: (a) navigating the role of a student teacher; (b) facing limitations brought about by outside variables; (c) identifying the need for additional resources and collaboration; and (d) persisting and working through challenges. Analysis also pointed to PSTs’ engagement in action research and the creation of case reports as a promising practice in the field of teacher education.

Authors

• Loren Jones, University of Maryland - College Park

• Sharon Lynn Smith, University of Miami