The purpose of the present research was to model a storied-identity approach (Drake, Spillane, & Hufferd-Ackles, 2001; Ibourk, 2015) to explore the career path of a mediocre teacher. Using qualitative data collected over a 10-year period, the research depicts how the teacher's identity was shaped and re-shaped by factors including teacher…

Much research examines professional learning for pre-service and beginning teachers. However, in midcareer, teaching satisfaction and effectiveness are challenged by decreased recognition and support and increasing stressors including isolation, accountability demands, mentorship roles, and personal/family responsibilities. Often, midcareer…

The Common Core State Standards (CCSS, 2010) as the latest initiative in the ongoing effort of educational reform in the United States reinforces the need to build the capacity of teachers as leaders and change agents. As such, graduate teacher leadership programs function to support and develop teacher leadership praxis. Although studies of…

As two teacher educators teaching two sections of a master's action research capstone course, we analyze (1) course content and pedagogy, (2) evolving beliefs about research, and (3) transformations in question posing as students assume the role of researchers. Our theoretical frame draws on teacher research, social justice advocacy, and the…