Making the leap to teacher: Pre-service residents, faculty, and school mentors taking on action research together in an urban teacher residency program

Abstract

This article explores what happens when school mentors and university faculty co-facilitate a cycle of action research with pre-service science teacher residents in an urban teacher residency. The voices of all three constituents describe the process of doing action research together in community and its impact on their practice. The pre-service teacher residents narrate their questions, how they explore them, and highlight their findings. They discuss how the use of action research as a methodology deepened and extended their development as critically reflective practitioners. Finally we discuss the implications of the inquiry stance of action research for both the individuals and the schools and districts of which they are a part.

Medicine Maker: An Outreach Activity for Pharmaceutical Manufacturing and Health Literacy

“…Exit cards are short deductive surveys commonly used in classrooms . They are ideal for evaluating the opinions of students given that they are easy to comprehend and answer . Moreover, they are an unobtrusive and safe way for students to voice their opinion anonymously .…”

“…21 They are ideal for evaluating the opinions of students given that they are easy to comprehend and answer. 22 Moreover, they are an unobtrusive and safe way for students to voice their opinion anonymously. 23 An example of the exit card used throughout the evaluation of Medicine Maker can be seen in Figure 7 below.…”

Contribution of Academia Colleague as a Clinical Model to the Professional Development of Pre-Service Teachers

“…The researcher is personally involved in both research and action. Klein et al (2015) pointed out that those who are trained to teach as teachers face a new role for them and are engaged in the development of teaching skills. Eriksson et al (2017) claimed that for the questions in action research to be "good" questions, it is desirable to create a structure for the question, a structure that experts in the field will construct.…”

Collaborative Grow Your Own Partnerships to Address Persistent Teacher Shortages and Remove Barriers to Becoming a Special Educator

“…In our model, teacher candidates take coursework while student teaching. Consequently, it's critically important to align classroom teaching with relevant coursework and leverage the mentor teachers' expertise and responsibility as teacher educators (Klein et al, 2015). This requires collaboration across the coursework instructors, university supervisors, and mentor teachers.…”

“…While the coursework and instructors are important, the most important teach-er educators in our GYO model are our mentor teachers (Klein et al, 2015). Our mentor teachers are school-based teacher educators who play an important role in bridging theoretical knowledge and classroom teaching (Chu & Wang, 2022).…”