Skip to main content

Teacher Research as a Way to Engage in Critical Reflection: a Case Study

Buy Article:

$47.00 plus tax (Refund Policy)

This study examines the necessary processes to move teacher research to a self-critical examination of belief systems that informs and guides teacher practices. Whereas much teacher research, found in popular literature, takes the form of technical reflection, the teacher research addressed in this article argues for a critical reflection on beliefs, values, and assumptions that shape and influence practice. In addition to this, two additional strands of theory ground this study: (1) theories that address the role of critical reflection in transformative learning; and (2) theories that underlie the need for, and endorse the value of collaborative, inquiry-based learning to promote critical self-reflection and professional growth. This study examines these theories through a professional development course that involved teachers improving elementary science instruction through action research processes.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Data/Media
No Metrics

Document Type: Regular Paper

Publication date: 2002-06-01

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more