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Abstract

This paper examines the value added by engaging pre-service teacher candidates in action research. At a time when teacher preparation programs are under pressure to respond to state and national assessments, extend field experiences, and meet other external demands, what added benefits are gained from also requiring action research from the candidates? The study uses a mixed methods approach to compare graduates from two programs, one that does require action research and one that does not. Findings indicate that although there is little added benefit in relation to knowledge and skills, action research does strengthen candidates’ dispositions toward effective classroom practice.

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