Teachers as Researchers

Abstract

With new laws and increased accountability for teachers, conducting research as a teacher—researcher in one's own classroom is one means by which teachers can help increase student success and also document effective interventions. In this article, the authors provide an overview of the responsibilities and roles of a teacher—researcher and guidelines for conducting research in the classroom.

Emerging Critical Literacy in Teachers as Novice Researchers

“…Teacher research has been described as beneficial for teachers by creating opportunities for continued growth of teacher knowledge (Babkie & Provost, 2004;Ballenger & Roseberry, 2003;Borg, 2007;Cochrane-Smith & Lytle, 1999;Massey, Allred, Baber, Lowe, Ormond, & Weatherly, 2009) about the ways in which teachers begin to see the familiar as unfamiliar (Power & Hubbard, 1999), full of possibilities for change in their teaching practices and understanding of themselves (Esposito & Smith, 2006;McGlinn Manfra, 2009;Massey et al, 2009, Zeichner, 2003, with the potential as a learning endeavour to encourage capacity and confidence (Castle, 2006, Kraft, 2002) and a continued desire for further collaboration (Mitton Kukner & Akyuz, 2012).…”

“…as well as focus upon that audience (Babkie & Provost, 2004;Capobianco & Joyal, 2008). But what about university language instructors in the midst of conducting first time research studies in highly competitive, higher education contexts?…”

Seeking Time Within Time: Exploring the temporal constraints of women teachers’ experiences as graduate students and novice researchers

“…Much of the emphasis here is on teacher growth and development of professional knowledge (Babkie & Provost, 2004;Borg, 2007;CochraneSmith & Lytle, 1999;. Because of its connection to ongoing professional learning, scholars suggest research engagement may help teachers see the familiar of their classrooms as unfamiliar (Power & Hubbard, 1999), as sites of positive change for their teaching practices, and potential opportunities for better understanding and documenting student learning (Cochran-Smith & Lytle, 2009;McGlinn Manfra, 2009).…”

“…Many of these studies showcase teacher research in K-12 public school contexts (Fecho, Graham & Hudson-Ross, 2005;Castle, 2006) and specifically address this audience (Babkie & Provost, 2004;Capobianco & Joyal, 2008). A criticism of this body of work is the lack of evidence depicting teachers situated in alternative educational settings, such as private schools and university language schools, school contexts that are prevalent in many nations.…”

“…The literature depicting the field of teacher-led research has established that it is comprised of benefits and challenges (Borg, 2010) for teachers in how engagement in research may provide meaningful professional learning (Babkie & Provost, 2004;Borg, 2007;Cochrane-Smith & Lytle, 1999;, better understanding of student learning in classroom situations (McGlinn Manfra, 2009;Power & Hubbard, 1999), and capacity and confidence in conducting research (Castle, 2006), to name a few examples.…”