Preliminary data was collected as part of the program assessment of a yearlong teaching residency program in rural California where preservice teachers conducted action research as the culminating activity for a Masters degree. Focus groups and survey data from program graduates were analyzed and compared to findings from the research literature. Themes from the data indicate that the residency program prepared graduates to feel confident about their ability to reflect on their teaching and to collaborate with other professionals. Graduates report that having conducted action research in their preservice program had many benefits to their experiences as a teacher of record, including analyzing data, sharing their knowledge with others, and to ask for assistance when needed. Challenges of conducting action research during a preservice program were also cited by a few participants.
Schulte, A. K. (2017). The Impacts of Preservice Action Research in a Rural Teaching Residency. Journal of Inquiry and Action in Education, 9 (1). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol9/iss1/5
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.