Meet Me Behind the Curtain

Abstract

Teacher education’s historical encounters with the domain of research have produced very few benefits. Assuming this failure, this chapter analyzes the action-research movement in a critical postmodern context, attempting in the process to theorize new ways of conceiving of teachers as researchers engaged in reflective and democratic practice. The research component of teacher education programs has typically involved a watered-down statistics course in master’s curricula and nothing at all in pre-service programs.