Journal of Science Teacher Education

, Volume 21, Issue 8, pp 953–970 | Cite as

Can Inquiry and Reflection be Contagious? Science Teachers, Students, and Action Research

  • Kimberly LebakEmail author
  • Ron Tinsley


This study reports the transformations of 3 science teachers who conducted action research projects following a model, unique to our graduate program, which follows the theoretical tenets of adult and transformative learning theory. Teachers video their teaching, engage in weekly peer group collaborative reflection sessions, collaborate with students, and consult with other sources to identify goals for improving their teaching practices, develop action plans, and analyze the results of their actions. As a result of this process, all 3 teachers changed their pedagogical approach from a teacher centered textbook driven approach to a student centered inquiry based approach. Implications of using this model as a powerful means of professional development for science teachers are explored.


Action research Professional development Reflection Collaboration 


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Copyright information

© The Association for Science Teacher Education, USA 2010

Authors and Affiliations

  1. 1.Richard Stockton College of New Jersey, School of EducationPomonaUSA

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