National and international standards documents are calling for science teachers to teach their students how to engage in the practices of science. Previous studies have found that most science teachers do not have the knowledge and skill to do this because they have not had experience engaging authentically in science. One way to overcome this…

In this article we explore the concept of quality in teacher action research by re-examining our participation with science teachers in several different collaborative action research projects. We conducted second-order action research and generated a series reflexive conditions for promoting and ensuring quality action research. We assert that a…