Autonomy through pedagogical research

This qualitative study describes a new professional stance, teacher as pedagogical researcher, provides a rationale for its emergence, demonstrates connections of pedagogical research to autonomy in teaching through the words and lived experiences of teacher researchers, and presents implications for teacher professional development and for teacher education programs in promoting autonomy through pedagogical research. A hermeneutic phenomenological theme analysis of interviews with three teacher researchers revealed seven themes of autonomy through pedagogical research.