Preservice Teacher Action Research: Making Meaning and Generating Knowledge Through Inquiry

This article analyzes the ways in which action research during preservice teacher education influences development of a critical inquiry stance. By following eight teachers as they conducted their final semester student teaching, this demonstrates how created space for to engage practical and inquiry, allowed participants opportunity develop stance, varying degrees. Discussed are disparate thought about meaning made knowledge generated assignment. The freedom granted make classroom instruction, generate knowledge, bridge gap between theory practice, instruction learning, students themselves, Findings suggest that through disrupted hierarchy generation theorized problematized pedagogy, improved teaching practices.