Background: Internationally, teacher education usually involves close school-university cooperation. In Norway, such collaboration includes enabling student teachers to develop into researching teachers. In this article, our interest lies in how the Change Laboratory (CL), a form of participatory workshop, can lay the foundation for three-way…

This article examines leadership and practitioner professional learning (PL) across two multi-school networks. This ethnographic empirical study involved the development of research communities comprised of teacher-led research projects in collaboration with academic researchers (ourselves). We explore what the impact this type of PL and our role…

This study examines 12 lessons undertaken with a Year 5 English Language Arts elementary class where students are explicitly introduced to a grammar for critical visual literacy. The goal is to apprentice students into political participation by developing their skills for critically reviewing and redesigning visual texts on the school website.…

A critical component to disciplinary engagement in science is that of epistemic affect--learning how to "feel" as scientists do when engaged in their work. The emotional responses, feelings, and dispositions that emerge as one participates in the construction of knowledge are part and parcel to the experiences of scientists and, we…

We use narrative inquiry to conduct a self-study into our shared journey in teaching, individually and as a collaborative teaching and research partnership. Over the past twelve years we have worked together in after-school programs at Irma's elementary school. This work has served to simultaneously enrich and remediate diverse learners in her 3rd…

This study aimed to interpret the meaning of primary geography teacher-researcher identities (PGTRIs) using phenomenology according to van Manen. Four emerging themes explained the meaning and characteristics of PGTRIs. The participating primary geography teacher-researchers (PGTRs) developed particular identities as practitioner agents of primary…

Bringing Research into the Classroom (BRIC) engaged rural K-12 science teachers in sustained, mentored science research. BRIC's goal was to equip teachers with the knowledge, skills, and dispositions to provide high-quality biomedical research opportunities for K-12 students and teachers. Programmatic elements included authentic, place-based,…

Young children's engagement in Education for Sustainability has focussed predominantly on their participation in environment-based initiatives or practices. Reasons for this include a notion that wider dimensions of sustainability, including social, political and economic areas of concern can be too complex and overwhelming for young children.…

Given the hegemony of developmentalism in early childhood education and care, this article uses a poetic juxtapositional approach to bewilder Piaget's theory of cognitive development. Critical consideration of how the theory of cognitive development has contributed to the imagining of a universal, ahistorical child and childhood(s) are discussed…

This article reports on a teacher-researcher's efforts to understand tensions and dilemmas encountered during a doctoral narrative inquiry research project with eight children in an urban, multidenominational primary school in the east of Ireland. Using a narrative inquiry framework and focusing on the teacher-researcher's experiences, this…

The idea of teachers as researchers emerges from the belief that teachers are a key factor in the development of school work practice and that teacher professional development should be based on the concept of reflective practice. Teachers are given valuable opportunities for learning and development through involvement in various research…

St. Pierre (2015) suggested that researchers consider entering into research through an interest in, and a deep investigation of, a specific concept. Deleuze and Guattari (1994) maintained that a concept is a nebulous structure of a network of ideas that continuously remains unfolding. Therefore, researching a concept becomes an attempt at…

This article details the author's practitioner inquiry project focused on examining teachers' feelings about and uses of teaching with technology in a hybrid format during the COVID-19 pandemic. Data suggests that the Collaborative Inquiry Group (CIG) and administrative support provided to teachers influenced teachers' positive views and…

In the Netherlands, academically oriented programmes for primary teacher education have recently been established. The aim of this study is to provide insight in the extent to which graduates from these academically oriented programmes are involved in different forms of inquiry-based working and which factors promote or hinder this involvement.…

Conceptualizing lesson study as an encounter at the boundaries of research and practice, this study examined teacher-academic collaboration for its potential to shape teacher research identity. We report here a case study of a school where the teachers have been able to present their lesson study works in conferences. Documents produced by the…