Given the diversity encountered in today's classrooms, teacher research presents an opportunity for teachers to discuss how to conduct research and benefit from self-study in their own classrooms. Although teachers derive their decision-making through different paths, in this chapter the authors explore the practices teachers apply when engaging in research and teachers' perceptions about the benefits and challenges of classroom inquiry. Data from teachers' self-reports are examined to determine the extent to which teachers' classroom research impacted their practices. Teachers reported that classroom inquiry was a beneficial form of professional growth because it helped them to closely examine the relationship between teaching and learning through close examination of data and student practices. However, teachers consistently reported that limited time hindered ongoing inquiry and opportunities to collaborate with colleagues.
Researchers have shown an increased interest in the way teachers use their knowledge about language (KAL) to enhance student understanding and learning. This qualitative case study investigated first-and second-grade teachers' use of KAL in Arabic. We investigated the linguistic transitions from standard Arabic to spoken Arabic made by the teachers during mathematics lessons. The results suggested that Arab-speaking mathematics teachers were aware of the gap between home language (Spoken Arabic) and school language (Modern Standard Arabic) and used linguistic transition as a teaching strategy to develop academic thinking and behaviour among their students. The results suggested that Arab teachers built a non-formal bilingual education programme where the two languages were used to teach mathematics. Despite the requirement to use Modern Standard Arabic, participants bridged the gap between the languages, which suggests an inherent understanding that 'language and identity are ultimately inseparable'.
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