Source: Educational Action Research, Volume 19, Issue 2, 2011, pages 171-187
This article explores how Holly, a fourth‐grade teacher, constructed her practitioner researcher identities over two years.
The article draws upon data gathered from a year‐long Teacher as Researcher course and a monthly practitioner researcher group (Triad Teacher Researchers) associated with a Southeastern university in the United States.
In particular, this article examines moments of tension when Holly was challenged to negotiate multiple identities in order to situate herself as a practitioner researcher within multiple contexts.
Findings suggest that learning to ‘become’ a practitioner researcher is an identity process that involves moments of tension that are best supported through a collaborative community.