Can preservice teachers carry out trustworthy action research? We have found that action research can be a powerful experience for preservice teachers. Yet preservice teacher action research projects involve complexities unique to a preservice teacher's position as `guest', `student', `teacher', and `researcher'. In this article, we suggest criteria for trustworthy preservice teacher action research that embraces these complexities as sources of strength. We base our criteria upon analysis of action research projects produced by students in the teacher education program where we teach. We apply trustworthiness criteria from qualitative research (Arminio & Hultgren, 2002; Kincheloe, 2003; Lather, 1991; Reason & Bradbury, 2001; Richardson, 1997) to guide our analysis, but we interpret `trustworthiness' through the lens of preservice teacher context and experience. Our intent is to honor the voices of preservice teachers telling their own stories of becoming a teacher through action research.
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