Journal Articles

Dilemmas of trustworthiness in preservice teacher action research

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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.

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Detail Information

Series Title

Action Research

Call Number

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Publisher

Thousand Oaks, CA : Sage Publication., 2009

Collation

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Language

English

ISBN/ISSN

1476-7503

Classification

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Content Type

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Media Type

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Carrier Type

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Edition

Vol. 7, No. 2, June 2009. pp. 207-226

Subject(s)

action research
trustworthiness
Preservice teacher
Teacher education
Teacher identity
Dilemmas of trustworthiness in preservice teacher

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