Researcher and Teacher: partners in theory building

Abstract

This paper reports on the methodology used in a recent classroom investigation of teachers' expressed beliefs in which each of two participating teachers was engaged as co‐researcher involved in the design, conduct and interpretation of the work. The study exemplifies Hunt's notions of reflexivity, responsiveness and reciprocity, and reflects an understanding of teaching as experienced by the two teacher/co‐investigators. Ethnographic techniques of participation, observation and interview‐discussion were used. Field notes and written reflections, discussion transcripts and a written descriptive summary illustrate the reciprocal, reflexive and responsive nature of the research as a cycle of experiential learning.

* A version of this paper was presented at the Annual Meeting of the American Educational Research Association, New Orleans, April 1988.

Notes

* A version of this paper was presented at the Annual Meeting of the American Educational Research Association, New Orleans, April 1988.