Teaching preservice teachers to do research: an action research study

Abstract This action research (AR) study explored how research instruction was integrated in a sociolinguistics course for preservice language teachers at a US university. Data collected from two research cycles included surveys, student work, students’ free-writing, teacher journals, and student interviews. This article focuses on how AR informed the course structure and what preservice teachers gained. Findings suggested that research instruction positively influenced how teacher trainees thought about, felt about, and pursued research (cognitive, affective, and behavioral changes). They also reported gains in knowledge and skills that could be useful for their future career and/or studies. Implications from this study can inform other educators who strive to develop students’ research skills in a non-research focused class.