Abstract
This action research article describes the problem identification and problem solution process of an elementary science teacher in studying his own teaching performance. The study utilized a qualitative research method and included students' s cience journal, teacher's journal, observer notes, and video/audio taping of teaching activities. Five issues are identified and explored in the paper: teacher temperament, measure for content, administrative demands, observer influence, and teacher as re searcher. The conflict and compatibility of the dual roles of teacher as teacher and teacher as researcher is analyzed and the implication of "action research" and "teacher as researcher" in real world classroom teaching are discussed.
| Keywords: | action research; teacher as researcher; elementary science |
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