Faculty instructors of a master’s level teacher research course share findings from a study on the impact of teacher researcher on classroom practice and teacher autonomy. Authors describe the M.Ed. program and research capstone course where graduate students (practicing teachers) complete a semester-long research project. They share their qualitative inquiry examining the impact of teacher research on participants who completed teacher research 2010-2018. Findings derived from surveys and interviews suggest that teachers (a) adapt their instructional practices and their thinking about learners’ needs and (b) develop confidence and a greater sense of autonomy following a semester-long research experience. Authors suggest implications for teachers, administrators, and the field of teacher research.



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