Using action research in middle level teacher education to evaluate and deepen reflective practice

The study examined the role of action research in promoting critical reflective thinking among twenty preservice teachers engaged in a year-long middle level program. Data from collaborative discussions, final written documents, presentations, and follow-up surveys revealed that conducting action research (a) engaged them in inquiry into their own practice, (b) was a means to reflect upon and determine ways to change their teaching practices, and (c) promoted critical reflection in a collaborative learning environment. Results underscore the importance of preservice teachers critically reflecting to gain insights into teaching and student learning as they are engaged in action research.

► We studied twenty preservice teachers engaged in a year-long middle level program.
► We examined the role of action research in promoting critical reflective thinking.
► The preservice teachers became more dialogic in their thinking.
► A better understanding of the diversity of students in classrooms was accomplished.
► A collaborative learning environment proved to be critical.