Action Research in an Undergraduate Teacher Education Program: What Promises Does it Hold?

The benefits of action research for practicing teachers have been widely documented. This survey study examined the beliefs of preservice teachers at 2 levels of their preparation about the benefits of action research for them. Participants were 2 groups of students in the second and final semesters of a 2-year teacher preparation program. Students in the earlier phase were more positive about action research regarding their professional growth and teaching efficacy. Both groups thought that their mentor teachers were not supportive. Our thoughts about the underlying reasons for these results are provided.