Abstract
The purpose of this qualitative research is to explore the process, discuss the impacts, and highlight the implications of initiating elementary preservice teachers into the realm of teacher as researcher. The research took place at a Midwestern university in three sections of an elementary science methods class taught by two female instructors: one a professor, the other a graduate student. The analysis of elementary science textbooks was the tool by which preservice teachers conducted action research. The primary means of data collection were open-ended questionnaires, audiotaped interview transcripts, videotaped classroom sessions, student journals, participant/observer reflective sessions, course artifacts, and field observations. Data was coded and analyzed, using constant comparative methods (Glaser & Strauss, 1967). The following three themes emerged: (1) preservice elementary teachers response to open-ended, feminist/constructivist teaching methodologies; (2) group dynamics; and (3) preservice elementary science teachers’ changing perceptions of research and teacher as researcher.
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