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* Correspondence: gavin-fulmer@ uiowa.edu College of Education, University of Iowa, Iowa City, IA, USA Full list of author information is available at the end of the article This special issue presents action research projects that serve as examples of research collaborations among teachers and university faculty that are practically significant to both schools and teachers while also having potential to inform theory and build scholarly knowledge. We see these examples of teacher-led research as highlights of work carried out by science teachers as education researchers in Singapore. Action research has been emphasized in Singapore for over 15 years as a way to promote school-based educational innovations and teachers’ self-development (Hairon, 2006, 2017; Tang, 2000). However, to date, teacher-led and school-based research following other research models in East Asian contexts, such as Japanese lesson study and Chinese model lessons, have been more widely recognized. This dearth of published work belies the wide use of varied teacher-led research in Singaporean schools as many studies have been conducted over extended periods of time that encompass a wide range of topics. Unfortunately, relatively little has been published to describe the findings emerging from these action research projects. The action research papers in this special issue originated from collaboration between school science teachers and university researchers and supervisors. The partnerships were bidirectional, establishing theoretical bases in teachers’ action research goals while helping the researchers have more direct views of research on implementation and teacher experience in real classrooms and school settings. Despite disagreement in the literature about how action research should be implemented (Beaulieu, 2013), we see that action research is not only a tool for professional development and lesson improvement, but also could serve as an avenue for engaging teachers in scholarship. Thus, the important idea coming from this set of special issue papers is that action research not only has immense potential help to increase teachers’ sense of reflection about teaching, it can also help teachers to look beyond the immediate classroom to speak to issues involving standards interpretation and implementation, novice teacher induction and retention, and more. Previously, these avenues of research were typically seen as the purview of university researchers or district personnel. Nevertheless, these studies show that teachers themselves have the capacity to develop as reflective practitioners, leaders, and researchers. In the following introduction to this special issue, we give a brief background of the Singaporean education context and the role of action research in this context, Asia-Pacific Science Education

The Potential of Teacher-Led Research: Teachers’ Action Research Collaborations in Science Education in Singapore