Ellen Ballock is currently Associate Professor of Early and Elementary Education at Gordon College in Massachusetts. She was first introduced to practitioner research as a doctoral student, where she became passionate about the power of an inquiry stance to enhance both teacher and student learning. Since then, practitioner research in various forms has been integral to her professional work, whether she is engaging in her own self-study, facilitating collaborative inquiry-based continuous improvement for her department, or supporting student teachers in designing and conducting action research in their classrooms.
In this opening article, Guest Editor Ellen Ballock highlights the purpose of this special themed issue of the Journal of Practitioner Research, introduces the six manuscripts selected for inclusion, and highlights how each piece contributes to building a culture of inquiry within educator preparation.
"Practitioner Research in a Changing Educator Preparation Landscape: Exploring Tensions and Reimagining Possibilities,"
Journal of Practitioner Research: Vol. 4
, Article 1.
Available at: https://digitalcommons.usf.edu/jpr/vol4/iss1/1