- The author identifies how posing and pursuing questions and documenting evidence in their classroom can result in pedagogical improvements.
- Teacher research is often an invisible practice undertaken as part of a daily need so solve problems in the classroom.
- The author suggests teacher research needs to be made more visible as a way of transforming aspects of teaching and learning through problem-solving.
- The author identifies ways to incorporate the “learning journey” of action research with students through sharing plans and explaining how observations and interpretations guide decisions.
Publication
Souto-Manning, M. (2012). Teacher as researcher: Teacher action research in teacher education. Childhood Education, 88(1), 54–56. https://doi.org/10.1080/00094056.2012.643726