A Collaborative Action Research Model for Teacher Preparation Programs

Educational research has typically been the domain of university faculty, but the idea of practicing teachers conducting action research has recently gained support (Hubbard & Power, 1993). Shannon (1990) defines action research as inquiry that applies scientific thinking to real life problems, as opposed to teachers' subjective judgments based on folklore (pp. 143-144) to increase instructional productivity and produce information to disseminate to others to inform their practice. Van Lier (1994) sees it as small scale intervention in the functioning of the real world and a close examination of the effects of such an intervention (p. 1). Support for the teacher as researcher is based several assumptions: * Practicing teachers are most familiar with the classroom setting and students. * Practicing teachers who have problem-solving minds and welcome change tend to be very suitable for this endeavor (Boyd, 1961). * The potential for a variety of data gathering is great, given that time spent in schools is extensive (Stocking, 1990). Teachers conducting research in their classrooms can apply theory and research to applied practice; produce information to individual teachers' curriculum and classroom methodologies; utilize valuable data from the source; create a platform to disseminate knowledge to teachers locally, regionally, and nationally; and encourage teachers to apply problem-solving skills to real situations. Preservice teachers with action research skills can be objective observers able and inclined to describe rather than evaluate student behavior. Fueyo and Koorland (1997) note: Instead of judging children as being unmotivated, misbehaving, or inarticulate, teachers prepared as researchers more likely describe the same child as ... getting out of their seat 60% of the time during the 30-minute lesson [original emphasis].... The more objective descriptions provide nonjudgmental bases for determining appropriate interventions and outcomes in contrast to using labels for categorizing or stigmatizing children (p. 342). The belief that teachers can design objective studies with rigor and clear direction is inherent in the assumptions about and the value of action research. A perception of lack of rigor in teacher-directed research is the focus of criticism of teacher research. Toulmin (1982) argued that studies should be formed from positions that are rationally warranted, reasonable or defensible; that is, well founded rather than groundless opinions (p. 115). Isaac and Michael (1987) noted that action research lacks scientific rigor because its internal and external validity is weak ... with little control of independent variables (p. 55). Applebee (1987) suggested that teachers are part of rather than removed from the context and therefore lack objectivity. To counter these concerns, teachers must acquire direction in the process through course work or inservice training and guided application experience. Teacher preparation programs are ideal situations in which to provide this training. Overview of Two Teacher Preparation Programs Integrating Action Research At California State University San Marcos (CSUSM), faculty of two different teacher preparation programs integrate action research into course work and field experiences. Faculty developed the Secondary Single Subject Credential program with a framework and emphasis on preparing teachers for the 21st century. They used a number of high school reform documents to guide program development: California High School Task Force's (1992) Second to None, the National Association of Secondary School Principals' (1996) Breaking Ranks, and the National Commission on Teaching and America's Future's (1996) What Matters Most. Authors of these documents state the importance of teachers being reflective and critical thinkers continually involved in proactive efforts in classrooms and schools. …