Document Type

Article

Publication Date

Spring 2024

Abstract

The purpose of this action research project was to determine the impact of explicit action research training during teacher candidates’ clinical experience with the hope of increasing their self-efficacy as reflective practitioners. The researcher utilized a qualitative action research methodology with a phenomenological design during the student teaching seminar capstone course. Participants were taken step-by-step through the action research process while they applied their personally designed project in their clinical experience setting over the course of a semester. The research was conducted to analyze teacher candidates’ perceived self-efficacy as action researchers, their use of collaboration with supervisors and peers, and their impressions of the value of action research in their future classrooms. The findings showed that although students were initially overwhelmed with the action research due to time and work concerns, they enjoyed the process as it allowed them to focus on trying something new. Most teacher candidates collaborated with peers during the action research process. All teacher candidates interviewed saw the value of action research in their future classrooms. This research was conducted to show the importance of action research in pre-service teacher training. This study could provide information and encouragement to other teacher preparation programs.

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