Understanding Changes in Teacher Roles Through Collaborative Action Research

The purpose of this article is to present the design and findings of a collaborative action research study that involved five secondary science teachers as action researchers and me, as facilitator, collectively articulating the teachers’ changing teaching roles when the teachers taught with computer technology. Data included interviews, observations, and focus group discussions. Data analysis entailed thematic analysis of data to identify initial and changes in teachers’ roles. Collaborative action research context helped the teachers to perceive their changing teaching roles through collective negotiation. Implications for facilitators of action research include the need to articulate their theoretical orientation prior to the onset of facilitating action research projects and to acknowledge and accept action researchers as fellow active knowledge producers.