This study examined the experiences of preservice teachers who plan to teach English learners (ELs) and who were introduced to a framework for conducting practice-based action research. The preservice teachers used the framework to study their own teaching in a one-on-one writing partnership with young ELs. The authors of this mixed-methods study found that the experience helped the preservice teachers increase their knowledge of practice-based research and their ability to reflect on their teaching decisions. However, these findings appeared to be mitigated by preservice teachers' racial and linguistic characteristics and their understanding of race and language.
Preservice Teacher Preparation