Abstract
This paper illustrates a collaborative action research approach for teachers to create new professional knowledge represented as praxis models that are rigorous and credible using their personal teaching theories. Using an expert elicitation method through an action research approach, we illustrate the development of a praxis model for student engagement. The student engagement praxis model employs self-determination theory and Baumrind's parenting-child communication theory to show how teaching approaches can influence students' feelings of success in activities. The student engagement praxis model suggests that different levels of structure and levels of autonomy-support provided by teachers can create different types of student engagement. The praxis model method development uses teachers who research their praxis both formally or informally and are engaged in the scholarship of learning and teaching. Traditional conceptual teaching models have limited consideration of the lived experience within a teacher's context. These traditional models may not always apply or be adaptable to the variety of teachers' contexts as developed praxis models. The paper invites teachers to follow the method to develop their own praxis models .