Dilemmas of trustworthiness in preservice teacher action research

Abstract

Can preservice teachers carry out trustworthy action research? We have found that action research can be a powerful experience for preservice teachers. Yet preservice teacher action research projects involve complexities unique to a preservice teacher's position as `guest', `student', `teacher', and `researcher'. In this article, we suggest criteria for trustworthy preservice teacher action research that embraces these complexities as sources of strength. We base our criteria upon analysis of action research projects produced by students in the teacher education program where we teach. We apply trustworthiness criteria from qualitative research (Arminio & Hultgren, 2002; Kincheloe, 2003; Lather, 1991; Reason & Bradbury, 2001; Richardson, 1997) to guide our analysis, but we interpret `trustworthiness' through the lens of preservice teacher context and experience. Our intent is to honor the voices of preservice teachers telling their own stories of becoming a teacher through action research.

‘From worse to better’: how Kenyan student-teachers can use participatory action research in health education

“…Similarly, during pedagogy classes, student-teachers learn teaching methods aimed at enhancing pupil participation, but rarely test these methods in practice. Seeking multiple perspectives is a critical piece of learning to test assumptions and make informed decisions in teaching (Phillips and Carr 2009). Multiple perspectives are similar to the crystal metaphor (Richardson 1997) used to describe qualitative research.…”

Syncing Our Cycles: An Inquiry-Based Coaching Model for Distant Supervision

“…For decades now, teacher educators have sought to cultivate a lifelong inquiry stance in pre-service teachers (Cochran-Smith, Barnatt, Friedman, & Pine, 2009;Truxaw, Casa, & Adelson, 2011). While some question whether practitioner inquiry can be effective with inexperienced pre-service teachers (Phillips & Carr, 2009), teacher preparation programs can provide a foundation for future teachers who are "data literate, evidence-generating professionals" (Athanases, Bennett, & Wahleithner, 2015, p. 26) capable of embracing "complexities, conditions, and challenges […] to improve their practice, and ultimately students' learning" (Sinnema, Meyer, & Aitken, 2017, p. 17). Indeed, Wolkenhauer and Hooser (2017) argue that teacher educators should challenge "preservice teachers to ask questions about their practices and the status quo of educational settings so that as first year teachers they know how to be critical consumers of pedagogy, curriculum, and system expectations" (p. 11).…”

Understanding Teacher Candidates’ Engagement with Inquiry-Based Professional Development: A Continuum of Responses and Needs

“…Gore and Zeichner assert more deliberate and intentional actions and reflections do not necessarily equate to improved quality (1991). Phillips and Carr (2009) address the issue of quality specifically in teachercandidate inquiry. This can be quite challenging as inquiry is often introduced in conjunction with a finite task or assignment.…”

“…Because inquiry is not a linear process but rather is cyclical, efforts must address the quality development of an inquiry stance, not just task completion (Dana & Yendol-Hoppey, 2009). They highlight four criteria that must be in place in order for teacher candidates' inquiries to be meaningful and trustworthy: evidence of becoming a teacher through the collection of data with meaningful results; evidence of self-reflexivity rather than typical required reflection; evidence of connection to an emerging teacher identity; and evidence of the application of multiple perspectives (Phillips & Carr, 2009). Dana and Yendol-Hoppey question whether a stance can be developed without first engaging in the task.…”