This study examines the experiences of two teachers in a public charter school who implement action research in their classrooms. The study explored the key elements of professional development as well as action research and makes the case as to why action research is an effective tool for teacher development. Participants were selected based on having little teaching experience and familiarity with action research. The study examined the experiences of teachers who have had limited professional development as they use action research in their practices. Data for the study were drawn from interviews as well as researcher and participant journals.
College and Department
David O. McKay School of Education; Teacher Education
BYU ScholarsArchive Citation
Glathar, Wade R., "Action Research as Professional Development: A Study of Two Teachers" (2008). All Theses and Dissertations. 1627.
action research, professional development, teacher training, reflection, reflective practice, teacher researcher