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ERIC Number: EJ915312
Record Type: Journal
Publication Date: 2011-Mar
Pages: 14
Abstractor: As Provided
Reference Count: 66
ISSN: ISSN-0965-0792
Examining the Long-Term Impact of Collaborative Action Research on Teacher Identity and Practice: The Perceptions of K-12 Teachers
Goodnough, Karen
Educational Action Research, v19 n1 p73-86 Mar 2011
This study focused on teacher perceptions of the long-term impacts of engaging in collaborative action research on professional identity and practice. This qualitative, phenomenological study focused on understanding the lived experiences of 10 teachers before, during, and after engaging in action research. Each teacher was interviewed before engaging in action research, after one year of engaging in action research, and two to four years after completing an action research project. Outcomes revealed that several aspects of teacher identity and classroom practice were changed. In addition, the impact of teacher engagement in action research on the broader educational context is discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A