The Teacher Research Movement: A Decade Later

Cochran-Smith, Marilyn; Lytle, Susan L.

doi:10.2307/1176137

Cited by 143 publications

(152 citation statements)

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“…It is a collaborative process where knowledge is constructed being involved in problem-posing and problem-solving through a process of negotiation within the curriculum (Short, 2009). In literature, 'action research', 'practitioner inquiry' (Hall, 2009), 'teacher inquiry' (Cochran-Smith & Lytle, 1999), 'teacher research' (Cochran-Smith & Lytle, 1999;Berger, Boles & Troen, 2005) are used interchangeably to refer to the research conducted in education by teachers. Stenhouse, in process curriculum, gave emphasis on practitioner inquiry and development through being engaged in systematic inquiry and reflective dialogues (Scott, 2008).…”

Section: Inquiry In Teacher Educationmentioning

confidence: 99%

An Action Research on Developing Prospective Teachers’ Inquiry Skills

Kuter

2013

JESR

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Section: Inquiry In Teacher Educationmentioning

confidence: 99%

An Action Research on Developing Prospective Teachers’ Inquiry Skills

Kuter

2013

JESR

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“…Action research originated by school and university-based researchers who were committed to progressive education and grounded in critical theory (Cochran-Smith & Lytle, 1999b). The goal was to establish action research as a vital element of teachers' roles thereby empowering teachers to become agents of social change (Cochran-Smith & Lytle).…”

Section: Origins and Purpose Of Collaborative Action Researchmentioning

confidence: 99%

“…Collaborative action research positioned the role of teachers as intentional and continuous learners of and within classroom practice (Cochran-Smith and Lytle, 1999b). Being a collaborative teacher-researcher requires a willingness to be vulnerable, to question, to hold uncomfortable tensions, to be vulnerable with colleagues, to struggle, to challenge the status quo, and to pose problems (Cochran-Smith & Lytle, 1992;DuFour et al, 2008;Nelson & Slavit, 2008, Senge et al, 2000.…”

Section: The Role Of the Teacher In Collaborative Action Researchmentioning

confidence: 99%

“…Reformers on both sides agree that the quality of the classroom teacher is pivotal to the education of students; however, they have vastly contrasting views of the role of the teacher. Whereas the reforms with a regulatory focus seek to remove power from the local setting and place it in external controls, reforms that localize the power, according to Cochran-Smith and Lytle (1999b), strive to professionalize the role of teachers. Fullan (1993) asserted that the result of powerful pressures exerting multiple and conflicting expectations on the role of educators is a fragmented and uncoordinated educational system.…”

Section: The Educational System: Layers Of Reformmentioning

confidence: 99%

“…One area for teacher educators to consider is how projects such as action research are structured. Cochran-Smith and Lytle (1999b) posited that rather than taught as a way of knowing, action research has often been assigned as a final project.…”

Section: Negotiating Meaning Regarding Collaborative Action Researchmentioning

confidence: 99%

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Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research

Carpenter¹

2000

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The case studies examined how three preservice teachers within a Master of Arts in Teaching program at a small, private university negotiated meaning around an educational practice-collaborative action research. Preservice teachers must negotiate multiple, and often competing, internal and external discourses as they sort out what educational practices, policies, organizational structures to accept or reject as presented in the teacher education program. This negotiation is a dynamic, contextual, unique meaning-making process that extends, redirects, dismisses, reinterprets, modifies, or confirms prior beliefs (Wenger, 1998).

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Presidential Address: The academic discipline of education. Reciprocal relationships between practical knowledge and academic knowledge

Wyse

2020

British Educational Res J

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This article explores the nature of education as a vital part of human knowledge. The argument that is presented addresses the critique of education as having epistemological weaknesses as an academic discipline. The argument is framed by scholarship that has categorised the discipline of education as derived from three main traditions of knowledge. In order to explore the coherence of education as a discipline, contrasts are made with other disciplines such as mathematics and sciences. The article also reviews scholarship in relation to the concept of education research that is close-to-practice, and the relevance of this to understanding education as an academic discipline. The article concludes by suggesting a new model that shows the relationships between practical knowledge and academic knowledge that are an intrinsic part of education. A more confident portrayal of education as an academic discipline is also advocated. longer than education. Another alleged weakness, but one I argue is actually a defining feature of education, is the place of practice in relation to theory and research. Reference is made to a new research project that investigated the concept of close-to-practice research. Overall, it is argued that although education as an academic discipline in universities has a relatively short history, the longer history of educational thinking more generally is an important part of understanding education. As a result, simple notions that education is an immature and weak discipline need qualification.The article is organised into five parts:• Education in history-a brief outline that highlights some key developments starting with the earliest humans.• Framing the development of education in universities through three clusters of knowledge traditions: 1. Academic knowledge traditions; 2. Practical knowledge traditions; 3. Integrated knowledge traditions.• Comparing education with other disciplines: mathematics and science, including evidence from the UK's Research Excellence Framework reports.• The place of educational practice in relation to education research-the Close-to-Practice Research Project.In the last few years, the genome revolution-turbocharged by ancient DNA-has revealed that human populations are related to each other in ways that no one expected. The story that is emerging differs from the one we learned as children, or from popular culture. It is full of surprises: massive mixtures of differentiated populations; sweeping population replacements and expansions; and population divisions in prehistoric times that did not fall along the same lines as population differences that exist today. It is a story about how our interconnected human family was formed, in myriad ways never imagined. (Reich, 2018, p. 22) The academic discipline of education 7

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The Teacher Research Movement: A Decade Later

Cited by 143 publications

References 0 publications

An Action Research on Developing Prospective Teachers’ Inquiry Skills

An Action Research on Developing Prospective Teachers’ Inquiry Skills

Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research

Presidential Address: The academic discipline of education. Reciprocal relationships between practical knowledge and academic knowledge

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