Abstract
This paper describes the experiences of an elementary teacher, Ingrid, as she conducted an action research project in science with her grade five students. By adopting the framework of action research within the context of an action research group consisting of four teachers and a university researcher/facilitator, she was able to critically examine her instructional and assessment practices and to make changes in those practices. She attributed her personal and professional growth primarily to the collaboration and support that manifested itself through the action research group. This case study provides supporting evidence for the value of action research as an effective and feasible form of teacher development, while acknowledging both its strengths and limitations.
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