Learning to Teach Through Action Research: Teachers’ Perspectives on Their Experiences as Preservice Teachers
DOI:
https://doi.org/10.37119/ojs2026.v31i2.976Abstract
This article reports on a qualitative study that investigated teachers’ perspectives on their experiences designing and conducting an action research (AR) inquiry as preservice teachers. As part of their two-year teacher education program, they learned about teacher research and AR methodology. For this study, they were invited to reflect on their learning as preservice teachers conducting AR and the impact, if any, this had on their subsequent practice. Using data generated from semi-structured interviews, AR proposals, lesson slides, and notes, I demonstrate how, as preservice teachers, AR provided them with opportunities to transform their relationships with students, engage in reflective practice, and shape their teacher identities as they transitioned to becoming teachers.
Keywords: action research, preservice teachers, teacher education, reflective practice
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Copyright (c) 2026 Deborah Toope
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