A case study of five science teachers' understandings of classroom research and their willing ness to become active classroom researchers

Abstract

This article reports on the views of five secondary school science teachers who accepted the challenge to explore the self-assessment aspect of their practice with specific regard to their understandings of classroom research and their willingness to actively initiate and engage in classroom research. The approach is an explorative one and the accounts outline the context in which the teachers work, provide brief descriptions of their work, and consider what lessons from these case studies might guide or inform teachers and teacher educators in the personal and professional development of science teachers as researchers.