Journal of Science Teacher Education

, Volume 21, Issue 8, pp 909–915 | Cite as

Repositioning Teacher Action Research in Science Teacher Education

  • Brenda M. CapobiancoEmail author
  • Allan Feldman

Repositioning Teacher Action Research in Science Teacher Education

For more than 50 years action research has been promoted as a way for teachers to engage in inquiry into their educational situations to improve their practice, their students’ learning, and to add to the knowledge base on teaching and learning (e.g., Corey 1953; Cochran-Smith and Lytle 1993; Zeichner and Noffke 2001; Altrichter et al. 2007). Teachers engage in action research as individuals or in groups, alone or in partnership with university researchers. They identify areas for improvement, if not transformation, in their practice and address them through the practices of inquiry, action, reflection, and learning shared by individuals and groups creating change for students, teachers, administrators, policy makers, and other major stakeholders in the field of education.

Science educators have been part of this movement by studying and facilitating science teachers’ action research (e.g., Baird and Mitchell 1987;...


Science Education Science Teacher Teacher Learning Teacher Professional Development Teacher Research 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© The Association for Science Teacher Education, USA 2010

Authors and Affiliations

  1. 1.Purdue UniversityWest LafayetteUSA
  2. 2.University of South FloridaTampaUSA

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