Two Methodological Challenges for Teacher-researchers: Reflexivity and Trustworthiness

ABSTRACT

Teacher research is lauded as a beneficial enterprise both for practitioners and for learners. However, teachers are sometimes accused of not possessing the necessary knowledge and skills to conduct research effectively. This article focuses on the need for teacher-researchers to find means of addressing the methodological challenges of engaging in reflexivity and establishing trustworthiness. By means of accounts written by their peers, teachers may discover how such theoretical constructs can be dealt with in practice.

KEYWORDS:

• Teacher research
• teacher-researchers
• reflexivity
• trustworthiness
• research methodology