The Rhythms of a Teacher Research Group

This paper presents an inside look at the rhythms of a year-long teacher research group by highlighting the experiences of four alternatively certified urban middle school teachers of color as they engaged in practitioner research about issues of gender equity, racial identity, and culturally relevant teaching. Using examples from “data dilemma” discussions about research issues and examples from their research, the article illustrates three distinct types of dilemmas that occurred over time and shows how the collective worked to solve research problems and improve the teaching practices of the participants in the group. Suggestions for creating and sustaining teacher research groups that examine issues related to diversity are included.