Trustworthiness Checklist – Interactive Worksheet
Adapted from : D. K. Phillips & K. Carr (2009). Dilemmas of trustworthiness in preservice teacher action research. Action Research , 7(2), 207-226.
Trustworthiness is derived from authentic, raw data. Data is used to illustrate each of the core elements of trustworthiness. Complete the following checklist by adding/noting the actual data you use to illustrate each criterion. Be sure to identify page numbers in your documentation or draft where your critical colleague can find and comment on your work. Option : use different colored highlighters to indicate in your draft where each criterion is best illustrated.
Criterion 1: Evidence of Becoming.
Trustworthy interpretations illustrate the process of becoming a teacher. Is this transparent in your work? Does your work demonstrate critical thinking, problem solving, and a growing, “living knowledge” of teaching and researching?
Criterion 2: Trustworthy interpretations demonstrate self-reflexivity.
Have you practiced self-reflexivity in your work?
Can the reader identify how you have changed? Are you transparent in identifying paradigms, biases, and assumptions, as well as new theories of teaching and learning?
Criterion 3: Trustworthy interpretations seek multiple perspectives.
Does your work reflect the perspectives of participants, a mentor teacher, university advisors and supervisors? Is the expert advice of distant colleagues used in your interpretations? Do you
Becoming a Teacher Through Action Research, Second Edition © 2010 Routledge / Taylor & Francis Group, LLC.

have “thick” data to illustrate your themes and recommendations?
Criteria 4: Strong sense of connection .
Trustworthy interpretations make strong connections between the cultural contexts of the classroom, school and community; distant colleagues; and your own unique journey of becoming a teacher. Is this sense of connection palpable in your study? Have you relied on distant colleagues to frame your interpretations, to support your own lack of experience?
Criterion 5: Trustworthy interpretations result in meaningful action .
How does the knowledge and meaning derived from your action research project make you more insightful and wise as a teacher? Do the results demonstrate a future teacher who has the abilities and dispositions to continually study and re-frame practice? How is this study meaningful to students, the school community, or the community at large?
How does the work represent praxis?
Acknowledgements of limitations .
The interpretation shows a clear understanding of limitations such the guest status of the researcher in the classroom, researcher biases, and time constraints.
Interpretation that is tentative rather than absolute .
The interpretation avoids broad generalities, leaves issues open, suggests further questions, and admits partial understandings influenced by your own values, belief systems, and biases.
Ethical and professional use of data reflecting respect for participants .
Use of data gathered from participants is used
Becoming a Teacher Through Action Research, Second Edition © 2010 Routledge / Taylor & Francis Group, LLC.

authentically and accurately reflects the context.
Becoming a Teacher Through Action Research, Second Edition © 2010 Routledge / Taylor & Francis Group, LLC.