Examining the Experiences of Three Generations of Teacher Researchers through Collaborative Science Teacher Inquiry.

The paper addresses the teacher research movement and specifically discusses the experiences of three science teachers at various stages in their careers. The collaborative action research study focused on the issue of teacher perceptions of research experiences in a multi-generational context. Comparisons of each participant's impression and implementation of the empowerment gleaned from action research group collaboration are included. The authors assert that teacher research programs are valuable professional development tools.