Action Research as Empowering Professional Development: Examining a District-Based Teacher Research Course

• In Event: Roundtable Session 9
  In Roundtable Session: Exploring Action Research Approaches in the Professional Development of Educators

Abstract

Using critical constructivism as the theoretical lens, the researcher used action research to systematically examine the professional development of the PreK-12 teachers in his district-based teacher research professional development course, while also examining his development as a teacher educator. The results of this study showed that the teachers made important progress as teacher researchers and many expressed a desire to make this a regular part of their practice. They expressed being empowered by the teacher research process. Finally, the teacher educator’s attempt to encourage the teachers to be critical in their research was successful, but not in the way he envisioned. This research generates both local and global knowledge about teacher research as a form of inservice teacher education.

Author

• Christopher C. Martell, Boston University