Conducting Teacher Action Research

23411 Conducting Teacher ActionResearchThis chapter describes a process for Conducting a Teacher actionresearch study. The suggestions offered here have emanated frommy reading in the Action Research literature and my personal experi-ences and engagement in a variety of collaborative Teacher actionresearch studies during the past 40 years. My pedagogical voice per-meates the chapter, but I hope it does so in a way that establishes mean-ingful contact with you the reader. I have tried to capture in thischapter the realities, complexities, and challenges of conductingteacher Action Research . In several places in the chapter, I emphasize theimportance of the critical process that recursion represents in the con-duct of Action Research , particularly as recursion affects Research ques-tions and the processes of data collection and analysis.

your journal entries and teaching portfolio to identify, for example, patterns of teacher/student behavior or anomalies, paradoxes, and ... edge and understanding is the improvement of one’s teaching or the advancement of student learning and/or development. Conducting Teacher Action Research 239.

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