Conducting Action Research While Teaching about it

Marilyn Johnston, Shirley Bendau, Julia Covert, Mary Christenson, Jennifer Dyer, Georgene Risko, Ruslan Slutsky

Research output: Contribution to journalArticlepeer-review


In this article we describe a self-study research project. As one professor and six doctoral students, we co-taught a course on action research while doing a self-study of our teaching. We studied ourselves, and our students, as we taught this course. We report on what we learned from this co-teaching and co-researching. We analyze how we worked together, how we conducted the research, and the process used to integrate our individual and collective reflections into a collaborative text. There were common themes in our learning but at times we speak in individual voices because our experiences were not all the same. The co-teaching, the collaborative analysis of our data, and writing about our research were separate aspects of our self-study yet each of these fed our relationships, our thinking about teacher education and action research within it, and our future, and present, lives as university professors in teacher education.

Original languageEnglish (US)
Pages (from-to)9-15
Number of pages7
JournalAction in Teacher Education
Issue number2
StatePublished - Jul 1 2003

ASJC Scopus subject areas

  • Education


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