Abstract

Addressing preservice teachers’ beliefs about learning is a key task of initial teacher preparation. In this chapter, we describe and reflect on the use of action research as a learning activity/assessment to address those beliefs within a required course on learning theories. Through this activity, preservice teachers engage in a cycle of observation-reflection-planning-action-evaluation to change practices deemed ineffective. This use of action research has not been reported in the literature and we discuss our success as well as challenges in its implementation