The rocky road of teachers becoming action researchers

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

Research output: Contribution to journalArticle

Abstract

This paper describes an action research project conducted in the course of teaching about action research. Eight doctoral students and a professor co-taught the course. We organized it to demonstrate aspects of action research and conducted our research as an example of action research methodology. We shared our proposal, data collection strategies, and beginning data analyses with our students. Our action research project thus served two purposes: (1) it helped us to study our own teaching and the emerging understandings of our students, and (2) it demonstrated action research for our students while they designed their own research proposals.

Original languageEnglish (US)
Pages (from-to)259-272
Number of pages14
JournalTeaching and Teacher Education
Volume18
Issue number3
DOIs
StatePublished - Jan 1 2002

Keywords

  • Action research
  • Experienced teachers
  • Teacher perceptions of research

ASJC Scopus subject areas

  • Education

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    Christenson, M., Slutsky, R., Bendau, S., Covert, J., Dyer, J., Risko, G., & Johnston, M. (2002). The rocky road of teachers becoming action researchers. Teaching and Teacher Education, 18(3), 259-272. https://doi.org/10.1016/S0742-051X(01)00068-3