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

Abstract

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.

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