Abstract
This autobiographical case study describes the development of the practices and perspectives of one elementary school teacher as she engaged in teacher-as-researcher methodology in both urban and suburban settings. Re-visiting a collection of teacher journals, transcribed audiotapes, student work samples, parent communications, and artifacts in teacher and student portfolios identifies multiple outcomes of this reflective and reflexive professional stance. The case study documents how teacher-as-researcher engagements provided the framework for an elementary teacher to begin to explore science inquiry within an elementary school setting. This autobiographical tale documents how teacher-as-researcher practices enabled students, parents, and educators to become co-learners, co-teachers, and co-researchers in science education and the science of education.
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