This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Phillips, D. K. Articles by Carr, K. Social Bookmarking                         What's this?

Dilemmas of trustworthiness in preservice teacher action research

Pacific University, USA, dphillips{at}pacificu.edu

Kevin Carr

Pacific University, USA

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.

Key Words: action research • preservice teacher • teacher education • teacher identity • trustworthiness

Action Research, Vol. 7, No. 2, 207-226 (2009)
DOI: 10.1177/1476750308097027


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?