ABSTRACT
TEACHER REFLECTION AND ACTION RESEARCH Teacher reflection has been shown to be an essential factor of teacher growth, professionalism and satisfaction (Sherin and Van Es, 2005; Taggert & Wilson, 2005). Teacher action research is a formalized approach to reflecting on learning in your classroom and from your students on how to improve your teaching. It is consistent with socio-cultural approaches to teaching, because teacher research recognizes that we teach something to somebody in a situation. While many theories and approaches concentrate on the content (the something) to be taught, only the socio-cultural theory looks at all three facets and how they are related. Teacher research also recognizes that teaching is relational and that we need feedback from our students about how to teach them as individuals and in groups. Teaching and learning can’t be done through cookie cutter approaches because students, their backgrounds and needs, and the situations in which they learn and are being prepared to participate are constantly evolving. Therefore, so must your teaching.
