**2. Background on research conducted inside of teaching**

In 1946, Kurt Lewin [8] proposed action research as a challenge to experimental research that "produces nothing but books" (p.35) and served only to "diagnose" (p.37) rather than provide solutions to societal challenges. Growing up in a Jewish family in pre- World War Two Germany, Lewin learned through personal experience that when leveraged by those in power, research could serve as a way to legitimize the marginalization of particular ethnic groups. In conceptualizing action research, he took a more equitable, situated perspective and attempted to engage practitioners across professional fields in being part of the process of finding strategies for action.

Given their location as sites of inequity and equity, action research eventually came to be situated inside classroom contexts. Although there were a few early trailblazers, the teacher-researcher movement primarily rose in the United Kingdom in the 1970s and 1980s [9], and in the 1980s and 1990s in the U.S., spurred by notable scholarship [10]. However, in the U.S., momentum stalled in the 1980s and 1990s as calls to standardize teacher education and enhance accountability led to increased state-level control [11]. At the same time, and as a form of resistance to the ways research was being used with authority to control teachers' and teacher educators' practices, some teacher educators argued that preparation for research ought to be a necessary component of teacher education to support quality teaching and professionalize the field [12]. These arguments have continued into the present day.
