Facilitating action research in the context of science education: reflections of a university researcher

In this qualitative case study, the author engages in critical selfreflection about her role as a researcher/facilitator of an action research group that explored multiple intelligences (MI) theory (Gardner, 1983) in the context of science education. Her multi-faceted role within the action research group and the nature of the research in terms of the orientation, purpose, and type of reflection are described. Through the process of reflective practice, both as the study was ongoing and after the completion, the author enhanced her understanding of the action research process and how to foster collaborative inquiry within the context of an action research group. In addition, the article reports on how MI theory was applied to classroom practice, the nature of collaboration that emerged and the perceptions of the teacher participants about the efficacy of action research as a form of teacher development.