Although the role of action research is critically highlighted in research, it is not widely used by teachers in most schools. It may also be that our teacher education does not equip us with the necessary confidence to conduct much inquiry ourselves. This study aimed to investigate the experiences of early childhood preservice teachers. Participants were engaged in action research within their field experience and research project courses. Data sources for the study included observation notes gathered during weekly meetings with preservice teachers, observation notes from classroom discussions, and semi-structured interviews conducted afterwards. The study supports the call for enhancing the quality of early years education through inquiry-based approaches such as incorporating research tasks with practicum activities during teacher training.

尽管行动研究的作用在研究中得到了突出强调，但大多数学校的教师并未广泛使用它。也可能是因为我们的师范教育没有使我们具备进行自己的大量询问所必需的信心。这项研究旨在调查早期幼儿教师的经验。参加者在他们的现场经验和研究项目课程中从事行动研究。该研究的数据来源包括在职前教师每周会议期间收集的观察笔记，课堂讨​​论中的观察笔记以及事后进行的半结构式访谈。该研究支持通过基于查询的方法（例如将研究任务与教师培训期间的实习活动相结合）来提高早期教育质量的呼吁。