Exploring Veteran Teachers' Collaborative Action Research Experiences Through a School-University Partnership: "Old Dogs" Try New Tricks

• In Event: Action Research: Transforming University-School Practices and Academic Self-Concept

Abstract

This article shares insights from the experiences of three high school practitioners and two university faculty who participated in a school-university-based action research program as a voluntary part of the teachers’ professional development. As part of the action research program, the practitioners were paired with university faculty to support the research. This study used qualitative methods to explore the experiences of practitioner action research processes. Drawing on in-person meeting notes and reflective memos, four key ideas emerged, including Infrastructure, We are all Partners in Education, Engaging Pathway for Experienced Teachers, and Challenges. Insights gained from this inquiry will have implications for professional practices in the areas of school-university partnership, professional development, and action research process.

Authors

• Grace H.C. Huang, Cleveland State University

• Molly Buckley-Marudas, Cleveland State University

• John Dutton

• Charles Ellenbogen

• Sarah Schwab