Becoming a Teacher through Action Research: Process, Context, and Self-Study

Becoming a Teacher through Action Research skillfully interweaves the stories of pre-service teaching with the process of action research. This engaging text focuses specifically on the needs of pre-service teachers by providing assistance for all stages of the research experience, including guidance on how to select an area of focus, design a culturally-proficient study, collect and interpret data, and communicate findings.

With an updated preface and introduction, this revised edition fully develops a convincing response to the framing question of the book, "Why pre-service teacher action research?" The new edition offers a more robust overview of research methodology, including mixed methods examples as well as quantitative data collection strategies. The authors also touch on digital photography and audio collection tools for presenting action research. Using additional activities and examples, the authors clarify how to ask critical questions using literature reviews.

New Features in the Second Edition:

• Fresh "Action Research Memos"
• New examples, expanded glossary, and enhanced literature review guidance
• Chapter overview charts to better provide a roadmap of the action research process
• New end-of-chapter Content and Process Questions to encourage understanding
• Companion website with downloadable templates and additional instructor resources: cw.routledge.com/textbooks/9780415801065/.

This one-of-a-kind guide continues to offer invaluable support for teacher-education students during a critical phase of their professional―and personal―lives.

Donna Kalmbach Phillips is Associate Professor of Education at Pacific University, Oregon.

Kevin Carr is Associate Professor of Education at Pacific University, Oregon.