Connecting Personal Theorizing and Action Research in Preservice Teacher Development
Many educators have suggested that teachers hold the authority, and thus the responsibility, for initiating the curricular and instructional changes made within their own classrooms (Carr & Kemmis, 1986; Ross, 1994; Stenhouse, 1983). One implication of this suggestion is that teachers be reflective about their practice. Yet, reflection is a difficult process that requires critical thought, self-direction, and problem solving coupled with personal knowledge and self-awareness (Elliott, 1991). As classroom teachers, we believed that thorough reflection and teacher inquiry were important and related assumptions of quality teaching. However, we also realized as teachers that our daily obligations impacted how we implemented these processes as they, at times, became isolated and fragmented tasks. How then could we as teacher educators help our candidates develop their skills at action research and systematic reflection as an integrated activity within their preservice teacher education program? This article describes a study that utilized personal theorizing as a mechanism to guide the action research of individuals within an elementary preservice teacher cohort during their four-semester, teacher education program.
Action Research
Action research has been defined as the attempt by teachers to study and improve their practice as a result of classroom experiences (Connelly & Clandinin, 1988). Numerous studies have indicated that practicing teachers conducting action research as part of their graduate education programs can improve teaching and enhance student learning (Burnaford & Hobson, 1995; Johnson & Button, 2000; Sax & Fisher, 2001). Others have indicated that graduate preservice teacher candidates benefit from completing action research as part of their preservice education (Crookes & Chandler, 2001; McEwan, Field, & Kawamoto, 1997; Valli, 2000), while others, more recently, have asserted that action research can even benefit undergraduate teacher candidates (Price, 2001; Rock & Levin, 2002).
Clearly, the benefits of action research are becoming well recognized and have prompted the call for action research to be included as part of preservice teacher development (Fueyo & Koorland, 1997). The responses to this call include a variety of strategies aimed at helping preservice candidates complete action research. Auger and Wideman (2000) describe how 42 elementary and secondary teacher candidates individually identified an action research question and developed improvement projects that were pursued during their student teaching experiences. Moore, Bartlett, and Garrison (1999) guided a collaborative action research process that was co-developed with six preservice elementary candidates in an attempt to better understanding their use of inquiry curriculum. Rock and Levin's (2002) study utilized a pool of five preservice candidates implementing a collaborative action research project designed to understand the perceptions of their students regarding their school.
Personal Theorizing
Personal theorizing, the systematic reflection process undertaken by teachers in an attempt to recognize and utilize personal understanding as part of instructional improvement, has gained value as a viable component of preservice teacher education (Kleinsasser, 1992; Ross, 1992). A number of studies suggest that teachers use a personal guiding theory to influence instructional actions and classroom decision making (Chant, 2002; Clandinin, 1986; Cornett, 1990a; Pape, 1992). Cornett stressed that personal theory exists as a result of teachers' personal and professional experiences and that such theory, once recognized and understood, could be utilized as a basis for the improvement of practice. Given Cornett's assumption, then, the inclusion of personal theorizing may be a logical precursor to the completion of action research.
Connecting Personal Theorizing and Action Research
Historically, the relationship between personal theorizing and action research can be linked to Dewey's (1938) suggestion that experiences influence teacher beliefs and, once these beliefs are reflected upon critically, provide the basis for professional growth (pp. 38-39). Schwab (1969) further emphasized the connection between beliefs and action when he recommended that teachers rely on reflection as a means to examine how personal understanding impacts curricular actions. Others have also expressed the opinion that teacher beliefs have an influential, if not the central, role in the implementation of curriculum innovation and change (Berman & McLaughlin, 1976; Fullan, 1982).
There is evidence suggesting that teachers bring into the classroom specific beliefs that have developed due to their own environmental influences and these beliefs have the potential to influence the classroom community (Danielewicz, 1998; Fickel, 2000). Research related to these influences, labeled teachers' practical knowledge, has recently emerged and incorporates teachers' beliefs as the center of inquiry (Ross, Cornett, & McCutcheon, 1992). Teachers' practical-knowledge studies often examine how teaching beliefs develop into practical theories of teaching and how these theories influence teachers' decision making. Sanders and McCutcheon (1986) defined such theories as the conceptual structures and images that provide teachers with the reasons for acting as they do and for choosing the teaching activities and curriculum materials that are most effective for student learning. Cornett (1990a) later modified the term practical theories to personal practical theories (PPTs) because the theories represent contributions grounded in both the teacher's personal experience (outside the classroom) and practical experience (inside the classroom).
Action Research
Action research has been defined as the attempt by teachers to study and improve their practice as a result of classroom experiences (Connelly & Clandinin, 1988). Numerous studies have indicated that practicing teachers conducting action research as part of their graduate education programs can improve teaching and enhance student learning (Burnaford & Hobson, 1995; Johnson & Button, 2000; Sax & Fisher, 2001). Others have indicated that graduate preservice teacher candidates benefit from completing action research as part of their preservice education (Crookes & Chandler, 2001; McEwan, Field, & Kawamoto, 1997; Valli, 2000), while others, more recently, have asserted that action research can even benefit undergraduate teacher candidates (Price, 2001; Rock & Levin, 2002).
Clearly, the benefits of action research are becoming well recognized and have prompted the call for action research to be included as part of preservice teacher development (Fueyo & Koorland, 1997). The responses to this call include a variety of strategies aimed at helping preservice candidates complete action research. Auger and Wideman (2000) describe how 42 elementary and secondary teacher candidates individually identified an action research question and developed improvement projects that were pursued during their student teaching experiences. Moore, Bartlett, and Garrison (1999) guided a collaborative action research process that was co-developed with six preservice elementary candidates in an attempt to better understanding their use of inquiry curriculum. Rock and Levin's (2002) study utilized a pool of five preservice candidates implementing a collaborative action research project designed to understand the perceptions of their students regarding their school.
Personal Theorizing
Personal theorizing, the systematic reflection process undertaken by teachers in an attempt to recognize and utilize personal understanding as part of instructional improvement, has gained value as a viable component of preservice teacher education (Kleinsasser, 1992; Ross, 1992). A number of studies suggest that teachers use a personal guiding theory to influence instructional actions and classroom decision making (Chant, 2002; Clandinin, 1986; Cornett, 1990a; Pape, 1992). Cornett stressed that personal theory exists as a result of teachers' personal and professional experiences and that such theory, once recognized and understood, could be utilized as a basis for the improvement of practice. Given Cornett's assumption, then, the inclusion of personal theorizing may be a logical precursor to the completion of action research.
Connecting Personal Theorizing and Action Research
Historically, the relationship between personal theorizing and action research can be linked to Dewey's (1938) suggestion that experiences influence teacher beliefs and, once these beliefs are reflected upon critically, provide the basis for professional growth (pp. 38-39). Schwab (1969) further emphasized the connection between beliefs and action when he recommended that teachers rely on reflection as a means to examine how personal understanding impacts curricular actions. Others have also expressed the opinion that teacher beliefs have an influential, if not the central, role in the implementation of curriculum innovation and change (Berman & McLaughlin, 1976; Fullan, 1982).
There is evidence suggesting that teachers bring into the classroom specific beliefs that have developed due to their own environmental influences and these beliefs have the potential to influence the classroom community (Danielewicz, 1998; Fickel, 2000). Research related to these influences, labeled teachers' practical knowledge, has recently emerged and incorporates teachers' beliefs as the center of inquiry (Ross, Cornett, & McCutcheon, 1992). Teachers' practical-knowledge studies often examine how teaching beliefs develop into practical theories of teaching and how these theories influence teachers' decision making. Sanders and McCutcheon (1986) defined such theories as the conceptual structures and images that provide teachers with the reasons for acting as they do and for choosing the teaching activities and curriculum materials that are most effective for student learning. Cornett (1990a) later modified the term practical theories to personal practical theories (PPTs) because the theories represent contributions grounded in both the teacher's personal experience (outside the classroom) and practical experience (inside the classroom).