Abstract
Abstract A significant body of literature has accumulated about teachers' experiences as action researchers. This literature highlights the insights teachers have when they study their own teaching and their students' learning. However, until recently action research has been confined almost exclusively to the school sector. Although teacher educators write extensively about the importance of action research, there have been few descriptions of action research projects conducted by teacher educators and little systematic attention has been paid to the kinds of insights teacher educators have when they study their own practice. This article describes changes in the perspectives and practices of two teacher educators as a result of a series of action research projects conducted over a six-year period. The article demonstrates how action research has helped us question some taken-for-granted assumptions about our purposes and practices and radically revise our teacher education course.
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