The role of action research in transforming teacher identity: modes of belonging and ecological perspectives

“A close read of my classroom”: Teacher research and identity work

“…While some tout the benefits of teacher research (Cochran-Smith & Lytle, 2009;DarlingHammond & Bransford, 2005) and others highlight the connection between teacher research and identity work (Goodnough, 2010;Marsh & Vagliardo, 2002;Vetter & Russell, 2011), we must not forget to listen to teachers' voices as they share the ways that classroom research impacts their practices and how they see themselves as professionals. We must also keep in mind the ways that classroom and/or school context influences teachers' identities.…”

“…Teacher education scholars commonly study teachers as a way to understand their identities (Hall, Johnson, Juzwik, Wortham, & Mosley, 2009). Few studies, however, investigate the effect of teacher research on teachers' identities (Goodnough, 2010;Margolin, 2007;Marsh & Vagliardo, 2002;Vetter & Russell, 2011). There is a need to better understand the potential of teacher research to support and impact teachers' identities amid the struggle for standardization within schools.…”

Educational Action Research to Generate Ecological Wisdom of Insight for Inclusion and Sustainability

“…As pointed out by Reason and Bradbury (2003), action researchers increase the quality (reliability and trustworthiness) of their claims which are rooted in the results of their action research by explicitly connecting their own judgements to discussions in current literature. Goodnaugh (2010) examines teacher identity and the role of action research in transforming it. She believes that teacher identity includes teachers' beliefs, values and emotions related to various aspects of teaching and to what it means to be a teacher.…”

Earth at Rest

“…Related to the major skills in education for sustainable development-critical thinking, system thinking, problem solving, communication, creativity and so on-we should define more explicitly the skills of caring, belonging and grounding. Teachers can be encouraged, Goodnough (2010) has argued, to be more attuned to their beliefs, values and possible selves. This type of knowledge relates to how individuals view themselves as future teachers-the ideal selves they would like to become.…”