What is ‘research’ for teacher-researchers?

Roulston, Kathryn; Legette, Roy M.; Deloach, Monica; Pitman, Celeste Buckhalter

doi:10.1080/09650790500200283

Cited by 34 publications

(22 citation statements)

References 21 publications

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“…Their involvement in research has made it possible for them to make slight improvements in their reflective practice (Pring, 2003;Roulstona, Legettea, Deloacha, & Pitmana, 2005) and to start to think about how to renew their teaching (Ahmed & Al-Khalili, 2013). Becoming a teacher-researcher can be powerful (Girod & Pardales, 2001), significantly impacting on the class and effecting positive educational change (Korthagen & Vasalos, 2005;Mertler & Charles, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…Considering the ongoing topic of professionalisation of teacher education and the integration of research in teacher training, the purpose of this paper is to highlight the role of reflective practice and research attitude in professional development. In particular, we emphasise how involvement in research can be a strategy for improving reflective practice (Pring, 2003;Roulstona, Legettea, Deloacha, & Pitmana, 2005). To meet the aims of this research, we interviewed nine in-service teachers with different levels of seniority (young, intermediate and senior) about reflective practices.…”

Section: Introductionmentioning

confidence: 99%

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Becoming a Reflective In-service Teacher: Role of Research Attitude

Impedovo¹,

Malik²

2016

AJTE

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Becoming a Reflective In-service Teacher: Role of Research Attitude

Impedovo¹,

Malik²

2016

AJTE

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“…Hayes 1996). It contributes to a movement away from the discourse of theory/ application which has brought us limited benefits and some harms (Clarke 1994, Delandshere 2004, Pring 2000, Roulston et al 2005 and towards "a discourse of investigation and articulation" (Edge 2003: 90).…”

Section: Discursive Literacy and Teacher Educationmentioning

confidence: 99%

Social identity and parallel text dynamics in the reporting of educational action research

Wharton

2007

English for Specific Purposes

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“…Three significant characteristics of teacher research have relevance for this study, being the process of data collection, the impact on a teacher's classroom practice and the collaborative process of the research (Roulston, Legette, Deloach & Pitman, 2005). First, collecting and making use of qualitative data (journals, oral inquiries, and observational data) is common practice in teacher research (Roulston et al, 2005).…”

Section: Teacher Researchmentioning

confidence: 99%

“…First, collecting and making use of qualitative data (journals, oral inquiries, and observational data) is common practice in teacher research (Roulston et al, 2005).…”

Section: Teacher Researchmentioning

confidence: 99%

Promoting The Foundation Concepts of Proportional Reasoning: A Case Study of P-3 Teachers

Drysdale¹

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Proportional reasoning is a sophisticated way of thinking which is used in everyday living, including workplace and educational contexts. Its application is central to many domains throughout mathematics curriculum, as it encompasses many interconnected concepts (e.g. ratio, decimals, and fractions). The foundations of proportional reasoning are established in the early years of school. However, the link between foundational concepts and proportional reasoning is not overtly stated in mathematics curriculum documents.This research aimed to investigate the foundation concepts of proportional reasoning and the promotion of these concepts in the early years of school. The research questions guiding this investigation were:1. What do Preparatory to Year 3 teachers recognise as foundational concepts of proportional reasoning? How do Preparatory to Year 3 teachers promote foundational concepts of proportional reasoning?An exploratory case study design was adopted for this study (as per Yin, 2009).Multiple sources were used for data collection, including focus groups, discussions, concept mapping and interviews. The case study took place in one south east Queensland primary school and the participant group consisted of five teachers -one teacher from each Year level from Preparatory to Year 3 and the participant researcher.The data were analysed using template analysis, which began with pre-determined codes relevant to each research question (King, 2012). As required throughout the analysis, the templates were adapted to represent the collected data.The findings highlighted that the foundational concepts of proportional reasoning evolve from three stages of development, which included additive thinking, transition to multiplicative thinking, and multiplicative thinking. The promotion of these concepts was found to take place through the provision of environmental resources, problem solving, and language. Throughout the data collection the teachers reported that their own knowledge grew and this was reflected in discussions which highlighted a synthesis of the foundational concepts and the promotion of proportional reasoning.iii Implications of this research highlight the significance of teacher knowledge. A teacher needs a deep knowledge of the foundational concepts which underpin a student's development of higher level concepts (additive thinking, transition to multiplicative thinking and multiplicative thinking). The Australian Curriculum:Mathematics requires interpretation for planning and teaching and a deep curriculum knowledge of how foundational concepts, that is lower level concepts relate to higher level concepts. Teacher knowledge has the potential to grow when a teacher is involved in teacher research within the context of a teachers' own school setting.iv

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What is ‘research’ for teacher-researchers?

Cited by 34 publications

References 21 publications

Becoming a Reflective In-service Teacher: Role of Research Attitude

Becoming a Reflective In-service Teacher: Role of Research Attitude

Social identity and parallel text dynamics in the reporting of educational action research

Promoting The Foundation Concepts of Proportional Reasoning: A Case Study of P-3 Teachers

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