Burrowing Into Female Teachers’ Temporal Constraints Experienced in the Midst of the Research Process

  • Jennifer Mitton-Kukner St. Francis Xavier University

Abstract

The focus of this qualitative study is on three female teachers’ experiences as teacher researchers in the midst of conducting first-time research studies about their own teaching/professional practices. Inquiring into participants’ accounts of their research experiences revealed complex personal and professional obligations shaping the amount of time that participants felt able to invest in the research process. The findings of this paper have implications for better understanding teacher research as a sustainable professional learning endeavour and for considering the complexities teacher researchers must navigate as part of their professional development.

Published
2015-08-02
How to Cite
MITTON-KUKNER, Jennifer. Burrowing Into Female Teachers’ Temporal Constraints Experienced in the Midst of the Research Process. LEARNing Landscapes, [S.l.], v. 8, n. 2, p. 261-283, aug. 2015. ISSN 1913-5688. Available at: <http://www.learninglandscapes.ca/index.php/learnland/article/view/Burrowing-Into-Female-Teachers%E2%80%99-Temporal-Constraints-Experienced-in-the-Midst-of-the-Process>. Date accessed: 19 jan. 2018.