Source: Educational Action Research, Volume 19, Issue 3, 2011, pages 261-278
This paper aims to show the process of engaging with the question ‘How do I improve what I am doing as a teacher, teacher educator and action-researcher through reflection?’
The methodology used will explore the role of reflection and writing to promote changes and improve the author's learning process as a teacher and action-researcher.
The main data source is written assignments from students in initial teacher education.
The analysis of the students’ written assignments helped the author sees ‘living contradictions’ in-between her theoretical framework, her teaching and her researching practice.
The paper shows that the author has more rhizomatic thought in her teaching than in her researching.