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Abstract

Faculty researchers and instructors of the M.Ed. course, Teachers as Classroom Researchers, share their inquiry into the question, “In what ways can we, as teacher educators, influence and enhance the quality of teacher inquiry while preserving the individual teacher’s voice and role as new researcher?” Data, including semi-structured reflections, exit questionnaires, completed research projects, and observational records were collected from twenty-two teacher researchers during spring 2011. Analysis revealed that beginning teacher researchers: 1.) have concerns about quality of their research in data collection and literature reviews; 2.) acknowledge that classroom and university course constraints influence the quality of their research; and 3.) engage in critical reflection on the quality of their research as a result of instructor and peer feedback. The authors discuss these themes, and draw conclusions and implications for their practice and for the field of teacher research.

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