Effects of collaborative action research on the knowledge of five Canadianteacher-researchers

5 experienced teachers in Ontario, Canada, joined a school-university partn ership to study the student evaluation practices of 13 "exemplary" teachers selected for their expertise in using cooperative learning (Phase 1). Data were collected in 2 semistructured interviews. Participation in Phase I of the action research left the teacher-researchers in a state of positive di ssonance: dissatisfied with their evaluation methods, aware of attractive n ew strategies, and confident of their ability change their practice. In Pha se 2 the teacher-researchers conducted inquiries in which they developed an d enacted strategies for teaching students how to self-evaluate. Data sourc es included student surveys of attitudes toward evaluation, student focus-g roup interviews, individual interviews with teacher-researchers, observatio ns of team deliberations, action research reports, and storyboards created by the teacher-researchers. Each teacher-researcher used the Phase 1 findin gs in different ways, with every teacher ignoring some results, modestly ad apting others, and most frequently reconstructing the intent of the exempla ry teachers without adopting their specific methods. The 2-phase approach t o action research contributed to the knowledge base of teaching (creation o f a framework for teaching self-evaluation) and to the personal practical k nowledge of the teacher-researchers (how to enact the framework in their cl assroom) and enhanced teachers' expectations about their ability to bring a bout learning. These benefits might not accrue in action research projects without the involvement of teachers with average or high efficacy beliefs, collaboration in the design and analysis of the projects, or supportive uni versity professors sharing research skills.