Whose Research Counts? Teacher Research and the Practitioner-Academic Divide

2021 ◽  
pp. 1-28
Author(s):  
Christopher C. Martell ◽  
Mary M. Carney ◽  
Katherine Ariemma Marin ◽  
Erin A. Hashimoto-Martell
Keyword(s):  
Teacher Research

Topics, Aims, and Constraints in English Teacher Research: A Chinese Case Study

2009 ◽  
Vol 43 (1) ◽  
pp. 113-125 ◽  
Author(s):  
ALI SHEHADEH ◽  
JOHN LEVIS ◽  
GARY BARKHUIZEN
Keyword(s):  
Teacher Research ◽  
English Teacher ◽  
Chinese Case

scholarly journals Learning to Learn: teacher research in the Zone of Proximal Development

2006 ◽  
Vol 10 (2) ◽  
pp. 149-166 ◽  
Author(s):  
Elaine Hall ◽  
David Leat ◽  
Kate Wall ◽  
Steve Higgins ◽  
Gail Edwards
Keyword(s):  
Teacher Research ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Learning To Learn

Preservice Teachers Learning about Students and the Teaching-Learning Process

2000 ◽  
Vol 20 (1) ◽  
pp. 15-39 ◽  
Author(s):  
Marianne Woods ◽  
Grace Goc Karp ◽  
Elizabeth Escamilla
Keyword(s):  
Preservice Teachers ◽  
Teacher Research ◽  
Field Experience ◽  
Peer Interactions ◽  
Research Process ◽  
Early Field Experience ◽  
Student Centered ◽  
Curriculum Instruction ◽  
Teaching Learning ◽  
Secondary Methods

This study engaged 26 preservice teachers (PTs) in research focused on students in a secondary methods course who had early field experience (EFE). The purposes of the study were (a) to determine what PTs learned about students in an early field experience (EFE) that engaged them in a structured teacher research project and (b) to examine how the teacher research process was used by PTs. Results indicated that questions about students became more refined and focused through the research process and that there were fluctuations between student-centered and teacher-centered questions during the EFE. The prevailing themes indicated that PTs came to know more about student motivation and interests, characteristics, and peer interactions. More importantly, much of their data challenged previous beliefs and assumptions about students, as PTs began making connections between their newfound knowledge of students and its implications for curriculum, instruction, and management decisions.

The Rhythms of a Teacher Research Group

2007 ◽  
Vol 9 (1) ◽  
pp. 10-18 ◽  
Author(s):  
Terry J. Burant ◽  
Charles Gray ◽  
Elhadji Ndaw ◽  
Valerie McKinney-Keys ◽  
Glen Allen
Keyword(s):  
Research Group ◽  
Teacher Research

Language teacher research engagement

2010 ◽  
Vol 43 (4) ◽  
pp. 391-429 ◽  
Author(s):  
Simon Borg
Keyword(s):  
Professional Practice ◽  
Teacher Research ◽  
Language Teaching ◽  
Language Teachers ◽  
Research Knowledge ◽  
Language Teacher ◽  
Reading Research ◽  
Professional Activities ◽  
Research Engagement ◽  
Educational Literature

The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially productive form of professional development and a source of improved professional practice; empirical accounts of teachers’ practices and experiences in doing teacher research and reading research, and of the benefits that accrue to them from such activities are, however, limited and diffuse. This review examines the available evidence on research engagement in language teaching and discusses this in relation to the educational literature more broadly. The analysis presented here highlights both the benefits and the challenges that are associated with teacher research engagement, and sheds light on why teacher research remains largely a minority activity in the field of language teaching. It also illustrates the complex relationship between research knowledge and what teachers do, and considers the implications of this relationship for the contribution that reading research can make to teachers’ professional activities. The paper concludes by outlining a number of conditions which facilitate teachers’ attempts to engage both in and with research. An awareness of these conditions is fundamental to the success of initiatives which aim to promote language teacher research engagement.

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