Popis: |
Teacher action research serves as a framework that can transform practice while supporting inquiry, investigation, and problem-solving. This chapter provides a research report on the challenges experienced, strategies used, and lessons learned from 41 graduate education teacher-researchers who designed and implemented their own educational research during the COVID-19 crisis as part of their Action Research Capstone course before graduation. Graduate students were enrolled in three sections of the Action Research course in a Midwestern university. Methodology included a qualitative approach to data collection and analysis. Findings from discussion board posts, reflections, and research papers captured challenges in facing COVID-19, yet participants' engagement in the community of learners within the course ameliorated and buffered stress, trauma, and compassion fatigue felt due to the pandemic's impact on these frontline workers. |