| This qualitative study sought to evaluate the efficacy of a new professional development initiative, specifically whether embedding collaboration into the teacher research process effects practice. My research questions were: (1) Do teachers enrolled in a teacher research course that incorporates collaboration into the teacher research process change their practices as a result of their research? and (2) If teachers do change their practices, do teachers report that (a) conducting teacher research had a beneficial impact on them professionally and (b) collaborating with other teachers enhanced the quality of their research? Participants were 14 teachers enrolled during the fall semester of 2005 in a Teacher as Researcher course. Data included a group interview, two questionnaires, individual participant interviews, a paper and pencil survey, and the examination of participant artifacts. Results indicated that teacher research can and often does lead to positive changes in teaching practices. Furthermore, participants stated that conducting teacher research improved their professional development in several ways. Implications for improving further research of this kind are stated. |
