Teacher research in teacher education
Emancipatory potential in discouraging times
Keywords:
teacher research, teacher education, professional developmentAbstract
In a time in which teachers and teacher educators live under constant disparagement, authentic teacher research has the potential to give teachers a voice in ongoing professional development as well as school improvement. Two teacher educators share their experience implementing teacher research among pre-service teachers, acknowledging pitfalls and successes. The current “state” of teacher research is described and benefits of teacher research summarized. Despite obstacles, teacher research can be transformational for teachers and their students, even emancipatory as teachers listen to their students and seek better ways of doing school.
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References
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Boston College @ https://www.bc.edu/schools/lsoe/research-outreach.html
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Lawton-Sticklor, N., & Bodamer, S. F. (2016). Learning to take an inquiry stance in teacher research: An exploration of unstructured thought-partner spaces. The Educational Forum, 80 (4), 394-406.
Lortie, D. (1974). Schoolteacher: A sociological Study. Chicago: University of Chicago Press. Michie, G. (1999). Holler if you hear me: The education of a teacher and his students. New
York: Teachers College.
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Patterson, L., Stansell, J. C., & Lee, S. (1990). Teacher research. Katohnah, New York: Richard C. Owen.
Ravitch, D. (2014). The transformative power of taking an inquiry stance on practice: Practitioner research as narrative and counter-narrative. Perspectives on Urban Education, 11 (1), 5-10.
Sharma, S. (2016). Action research: A pedagogic tool to prepare reflective practitioners. The International Journal of Interdisciplinary Social Sciences: Annual Review, 10, 51-61.
Sherman, S. S. (2013). Teacher preparation as an inspirational practice. New York: Routledge. Schubert, W. H. & Ayers, W. C. (Eds.). (1993). Teacher lore: Learning from our own
experience. White Plains, NY: Longman.
Schultz, B. D. (2008). Spectacular things happen along the way. New York: Teachers College.
Suarez, D. H. (2017). The narrative documentation of pedagogical experiences and the democratization of professional development and schooling in Argentine. International Journal of Qualitative Studies in Education, 30 (5), 474-487.
Taylor, L. A. (2016). How teachers become teacher researchers: Narrative as a tool for teacher identity construction. Teaching and Teacher Education, 61, 16-25.
Willegems, V., Consuegra, E., Struyven, K, & Engels, N, (2017). Teachers and pre-service teachers as partners in collaborative teacher research: A systematic literature review. Teaching and Teacher Education, 64, 230-245.
Bean-Folkes, J. (2011). The “why” behind teacher research. Childhood Education 87 (5), 357- 360.
Biesta, G. J. J. (2013). The beautiful risk of education. Boulder, CO: Paradigm Publishers.
Biesta, G. (2015). How does a competent teacher become a good teacher? On judgement, wisdom, and virtuosity in teaching and teacher education. In R. Heilbronn & L. Foreman- Peck, Eds. Philosophical perspectives on teacher education (pp. 3-22). Malden, MA:
Wiley Blackwell.
Boston College @ https://www.bc.edu/schools/lsoe/research-outreach.html
Campano, G. (2009). Teacher research as a collective struggle for humanization. In M. Cochran- Smith & S. Lylte (Eds.), Inquiry as stance (pp. 326-341). New York: Teachers College.
Castle, K. (2006). Autonomy through pedagogical research. Teaching and Teacher Education, 22, 1094-1103.
Clandinin, J. (1985). Personal practical knowledge: A study of teachers’ classroom images. Curriculum Inquiry, 15 (4), 361-385.
Council for Accreditation of Educator Preparation. CAEP Accreditation Manual (draft) (2015) https://caepnet.files.wordpress.com/2015/03/caep-accreditation-manual.
Cochran-Smith, M. (2003). Sometimes it’s not about the money: Teaching and heart. Journal of Teacher Education, 54 (5), 371-375.
Cochran-Smith, M,. & Lytle, S. L. (1993). Inside/outside. Teacher research and knowledge. New York: Teachers College Press.
Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teachers College Press.
Esau, O. (2013). Preparing pre-service teachers as emancipatory and participatory action researchers in a teacher education programme. South African Journal of Education, 33 (4), 1-10.
Fiorentini, D., & Crecci, V. M. (2015). Dialogues with Marilyn Cochran-Smith. The Clearing House, 88 (1), 9-14.
Freire, P. (1998). Pedagogy of freedom. New York: Rowman & Littlefield Publishers.
George Mason University Teacher Research Site @ http://gse.gmu.edu/research/tr/tr-definition
JISE 60 VOL. 6, NO.2
Hendricks, C. (2009, 2006). Improving schools through action research. Upper Saddle River, NJ: Pearson.
Lawton-Sticklor, N., & Bodamer, S. F. (2016). Learning to take an inquiry stance in teacher research: An exploration of unstructured thought-partner spaces. The Educational Forum, 80 (4), 394-406.
Lortie, D. (1974). Schoolteacher: A sociological Study. Chicago: University of Chicago Press. Michie, G. (1999). Holler if you hear me: The education of a teacher and his students. New
York: Teachers College.
Money, J. (2015, April 9). Teachers push back on criticism of their profession. Retrieved from
http://blogs.edweek.org/teachers/teaching_now/2015/04/teachers-push-back-on- criticism-of-their-profession.html
National Writing Project. (2015). Teacher Inquiry Communities Network.
http://www.nwp.org/cs/public/print/programs/tic?x-t=about.view&x-print_friendly=1
Patterson, L., Stansell, J. C., & Lee, S. (1990). Teacher research. Katohnah, New York: Richard C. Owen.
Ravitch, D. (2014). The transformative power of taking an inquiry stance on practice: Practitioner research as narrative and counter-narrative. Perspectives on Urban Education, 11 (1), 5-10.
Sharma, S. (2016). Action research: A pedagogic tool to prepare reflective practitioners. The International Journal of Interdisciplinary Social Sciences: Annual Review, 10, 51-61.
Sherman, S. S. (2013). Teacher preparation as an inspirational practice. New York: Routledge. Schubert, W. H. & Ayers, W. C. (Eds.). (1993). Teacher lore: Learning from our own
experience. White Plains, NY: Longman.
Schultz, B. D. (2008). Spectacular things happen along the way. New York: Teachers College.
Suarez, D. H. (2017). The narrative documentation of pedagogical experiences and the democratization of professional development and schooling in Argentine. International Journal of Qualitative Studies in Education, 30 (5), 474-487.
Taylor, L. A. (2016). How teachers become teacher researchers: Narrative as a tool for teacher identity construction. Teaching and Teacher Education, 61, 16-25.
Willegems, V., Consuegra, E., Struyven, K, & Engels, N, (2017). Teachers and pre-service teachers as partners in collaborative teacher research: A systematic literature review. Teaching and Teacher Education, 64, 230-245.
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Published
2018-11-05
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Articles
How to Cite
Teacher research in teacher education: Emancipatory potential in discouraging times. (2018). Journal of Interdisciplinary Studies in Education, 6(2), 49-62. https://ojed.org/jise/article/view/1429
