Headaches and Humility: Introducing Preservice Teachers to Undergraduate Research

Authors

J. Scott Baker, St. Cloud State UniversityFollow

Keywords

Undergraduate research, teacher preparation, poetic inquiry

Abstract

For some teacher educators, the singular goal of teacher preparation is to license new teachers, not develop critical thinkers. This lack of thinking beyond lesson plans, course standards, and classroom management to explore high impact practices – such as undergraduate research – leads to the deterioration of the education field and limits preservice teachers’ understandings of their own curricular and pedagogical practices. This article is a poetic reflection – through headaches and humility – on how 157 preservice teachers (PTs) made connections between curricular research and practice. The article also addresses steps taken by a teacher educator to ensure their success and mechanisms to overcome preservice teachers’ (as well as other teacher educators’) perceptions that educators do not need research skills.

DOI

10.15760/nwjte.2022.17.2.10

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/37633

Recommended Citation

Baker, J. Scott (2022) "Headaches and Humility: Introducing Preservice Teachers to Undergraduate Research," Northwest Journal of Teacher Education: Vol. 17 : Iss. 2 , Article 10.
DOI: https://doi.org/10.15760/nwjte.2022.17.2.10