Action Research, School Change, and the Silencing of Teacher Voice

A group of elementary school teachers and the researcher engaged in collaborative action research in order to explore, implement, and document practitioner initiated change. Three assertions are reported: (1) teachers' newfound voices can be silenced by peers; (2) collaborative action research groups may provide essential support during school change efforts; (3) teachers can be silenced by a principal, even one who is supportive of school change and teacher empowerment. Support for these assertions unfold through the stories of two teachers and their principal. Implications for teacher education are drawn.