Journal of Education & Social Policy

ISSN 2375-0782 (Print) 2375-0790 (Online) DOI: 10.30845/jesp

Using Action Research to Identify Data during Clinical Experience
Antwuan Stinson

Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. Although much emphasis is given to teaching values in schools, there appears to be less evidence that teacher education courses are explicitly preparing preservice teachers for this responsibility. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semistructured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences. The teacher candidates were in charge of planning, teaching, and assessing instruction in their classrooms. The process helped them adjust to their teaching responsibility. They collected and reflected on their action research data, used it to understand their practice, and then made plans accordingly to improve their practice. This process was empowering and helped preservice teachers grow in their confidence and competence.

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