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Using Action Research to Transform a Traditional Reading Practicum: Developing Preservice Teachers as Researchers

Using Action Research to Transform a Traditional Reading Practicum: Developing Preservice Teachers as Researchers

Michelle J. Kelley, Taylar Wenzel, Karri Williams, Marni Kay
Copyright: © 2022 |Pages: 32
ISBN13: 9781799887256|ISBN10: 1799887251|ISBN13 Softcover: 9781799887263|EISBN13: 9781799887270
DOI: 10.4018/978-1-7998-8725-6.ch003
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MLA

Kelley, Michelle J., et al. "Using Action Research to Transform a Traditional Reading Practicum: Developing Preservice Teachers as Researchers." Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education, edited by Juan J. Araujo and Dawn L. Araujo, IGI Global, 2022, pp. 47-78. https://doi.org/10.4018/978-1-7998-8725-6.ch003

APA

Kelley, M. J., Wenzel, T., Williams, K., & Kay, M. (2022). Using Action Research to Transform a Traditional Reading Practicum: Developing Preservice Teachers as Researchers. In J. Araujo & D. Araujo (Eds.), Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education (pp. 47-78). IGI Global. https://doi.org/10.4018/978-1-7998-8725-6.ch003

Chicago

Kelley, Michelle J., et al. "Using Action Research to Transform a Traditional Reading Practicum: Developing Preservice Teachers as Researchers." In Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education, edited by Juan J. Araujo and Dawn L. Araujo, 47-78. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8725-6.ch003

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Abstract

This chapter describes how faculty from the University of Central Florida collaboratively worked to transform an undergraduate reading practicum course utilizing action research and case study methodology. Seeking to develop preservice educators as teacher researchers, the reading faculty responded by developing and implementing the Action Research Case Study Project. This semester-long project required faculty to redesign the course to reflect this emphasis. This chapter includes the modifications made to the course content, the creation of rubrics for evaluating the project, and feedback mechanisms employed to facilitate student success. The project has been implemented for two semesters; various data sources are shared to document the effectiveness of the project including faculty input, survey data, student work examples, and student reflections.