The Teachers as Researchers Academy: Building Community, Expertise, and a Knowledge Base for Teaching

Bingham, C. Steven; Parker, Sammy; Finney, Pamela B.; Riley, Jack; Rakes, Janet

doi:10.1177/003172170608700912

Cited by 2 publications

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“…programs as a well-respected, rich professional experience for practicing teachers. Historically, teacher researchers have followed an action research model that is well established and supported in action research and practitioner inquiry communities (Bingham, 2006;Cochran-Smith & Lytle, 1993;Dana & Diane Yendol-Silva, 2003;Falk & Blumenriech, 2005;Hendricks, 2009). The integration of technology and 21st century skills in K-12 classrooms and in teacher education has simultaneously expanded teaching and learning opportunities though there are contextual differences in access, knowledge and skills training, and support for integration of technology in classrooms (Ertmer, Ottebreit-Leftwich, 2010;Wood, Mueller, Willoughby, Specht, & DeYoung, 2005).…”

Section: Introductionmentioning

confidence: 99%

Multimedia Teacher Research

Leaman¹,

DiLucchio²

2015

Networks: An Online Journal for Teacher Research

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In this qualitative study, two teacher educators and course instructors in a Masters of Education (M.Ed.) program explored beginning teacher researchers' use of multimedia to support action research. Fifty-eight teachers (36 in spring 2010 and 22 in spring 2011) completed teacher research as the capstone in their M.Ed. program. Teachers utilized the MERLOT website (Multimedia Educational Resource for Learning and Online Teaching) to develop and submit their research as an alternative to traditional paper submission. As teachers conducted their research, course instructors investigated how the teachers' use of multimedia strengthened or limited their teacher research work. Data from teacher researchers (questionnaires, observations and reviews of final projects) were analyzed for emergent themes. All teacher participants were able to use multimedia successfully in their teacher research projects. Technology difficulties were few, and findings suggest that multimedia options encouraged the use and development of technological skills, increased time teachers spend editing and revising work, and facilitated organization of the research process. The authors conclude that traditional paper submissions may be replaced by a multimedia format without detracting from the teacher research project and may serve to enhance the action research process.

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Section: Introductionmentioning

confidence: 99%

Multimedia Teacher Research

Leaman¹,

DiLucchio²

2015

Networks: An Online Journal for Teacher Research

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Learning From Practice About Improving the Quality of Mathematics Teacher Research

Smith

Heaton

2013

MTE

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Teachers who continually engage in cycles of research may be characterized as having a stance of inquiry: They continually reflect on their past teaching, ask themselves questions to problematize their current practices, and collect and analyze data to inform future teaching practices. We guided 154 mathematics teachers, distributed across 6 cohorts, in conducting classroom research projects. Our purposes and expectations as teacher educators have become more clearly defined and articulated based on our reflections on 6 iterations of teacher research. Repeatedly, we have adjusted how we facilitated the design and implementation of the projects to improve the quality of teachers' research. Over time, we have come to understand teacher research as a way of helping teachers develop a stance of inquiry toward mathematical content, students' mathematical understandings, and productive mathematical teaching practices rather than as merely a culminating project for a master's degree.

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The Teachers as Researchers Academy: Building Community, Expertise, and a Knowledge Base for Teaching

Cited by 2 publications

References 1 publication

Multimedia Teacher Research

Multimedia Teacher Research

Learning From Practice About Improving the Quality of Mathematics Teacher Research

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