Teacher research in urban Philadelphia: twenty years working within, against, and beyond the system

A teacher performing action research: capturing pupils’ perspectives of didactic relations

“…Educating teachers to follow a strong model of teacher professionalism, meaning teachers' skills to evaluate their own work and to seek ways to improve it, is a globally-shared goal in teacher education (Taber, 2013). For decades teacher research as one form of action research, has been seen globally as a research methodology that combines theory, practice and improvement of practices by incorporating reflective teaching and critical reflective practices in the classroom (Brydon-Miller & Maquire, 2009;Loughran, 2002;Lytle, Portnoy, Waff, & Buckley, 2009;Pithouse, Mitchell, & Weber, 2009;Rudduck & Hopkins, 1985). These elements can be seen as developing teachers' didactic skills.…”

Õpetaja kui tegevusuuringu tegija: võimalusi talletada õpilaste arusaamu didaktilistest suhetest

“…õpetaja peab oskama ise oma tööd hinnata ja otsima võimalusi selle parandamiseks (Taber, 2013). Enda kui õpetaja tegevuse uurimist, mis on üks tegevusuuringu vorme, on juba aastakümneid tunnustatud kui uurimismeetodit, milles ühendatakse teooria, praktika ja õppetegevuse täiustamine, liites reflektiivse õpetamisviisi kriitilisele refleksioonile tugineva õpetamispraktikaga (Brydon-Miller & Maquire, 2009;Loughran, 2002;Lytle, Portnoy, Waff, & Buckley, 2009;Pithouse, Mitchell, & Weber, 2009;Rudduck & Hopkins, 1985). Need elemendid peaksid toetama õpetajate didaktiliste oskuste arengut.…”

Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research

“…However, even within the program which serves as the context for this study, multiple terms (e.g., action research, teacher research) have been used to refer to the collective experiences which are designed to allow preservice teachers to understand and engage in classroom research. While Price and Valli (2005) suggest that the various terms used to describe classroom research point to similar practices, others note that these terms are often constructed based on divergent orientations or traditions (Lytle, Portnoy, Waff, & Buckley, 2009). The following sections examine these terms and their backgrounds.…”

“…Hahs-Vaughn and Yanowitz's (2009) research on teachers who engaged in classroom research supports the link between an inquiry stance and contextualized professional learning. The earliest field work by Cochran-Smith and Lytle, which focused on teachers' attempts to improve practice in literacy and writing, has enjoyed a long track record of success in helping teachers develop this local knowledge (Lytle et al, 2009). Similar narratives have led some accreditation bodies and government agencies to accept classroom research as a viable learning tool (Hahs-Vaughn & Yanowitz, 2009).…”

“…The construction of global knowledge is viewed by some as a way to prevent marginalization of the teaching profession, and to facilitate dissemination of findings from those studies whose subjects are often children in real-world learning contexts (Foreman-Peck & Murray, 2008). Despite the sometimes divergent research traditions which contribute to various types of classroom research, the ability of these scholarly endeavors to fuse theoretical and practical knowledge make them critical to the professional learning of practitioners (Lytle et al, 2009;Smith & Sela, 2005;Yendol-Hoppey & Dana, 2010). The research process allows teachers to not only know more about their practice, but through the reflection, which guides each step of the inquiry cycle, teachers also learn more about themselves as professionals (Brock et al, 2005).…”