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What Do Teacher Researchers Do?
What Do Teacher Researchers Do?
- Develop questions based on their own curiosity about their students' learning and their teaching
- Investigate their questions with their students systematically documenting what happens
- Collect and analyze data from their classes including their own observations and reflections
- Examine their assumptions and beliefs
- Articulate their theories
- Discuss their research with their colleagues for support as "critical friends" to validate their findings and interpretations of their data
- Present findings to others
- Talk to their students
- Give presentations (talk to teacher in room next door, go to conferences)
- Write about their research (school-wide publication, national) and participate in teacher research web sites, online forums, and e-mail communications
Table of contents
Table of contents
About reflective practice
Personal Reflections
Feedback from others
Learning in networks
Practitioner Research
Practitioner Research
The Scholarship of Teaching and Learning
The Scholarship of Teaching and Learning
21st Century educators are often expected to be both a Scholar who has awareness and appreciation of effective, research-based, discipline appropriate pedagogical approaches and an Experimenter who has an openess to try, reflect and learn from new approaches, pedagogy and technologies to support student learning.
At the International Society for Technology in Education (ISTE), one of the educators standards is that of a Learner: Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning.
Everybody involved in teaching has questions about the success of their practice. We deal with some of the questions informally all the time. In other cases, we seek to formalize our enquiry by doing research, and that is what the scholarship of teaching and learning (SoTL) is about.
Here are some educators talking about scholarship of teaching and learning.
This video comes from the Scholar module at Extend.
What research have you done?
What research have you done?
Where have you done it?
Where have you done it?
What did you find out?
What did you find out?
Did you share what you learned?
Did you share what you learned?
Did what you learned have an impact upon your practice?
Did what you learned have an impact upon your practice?
What were the challenges?
What were the challenges?
What educator competencies do you need to develop for SoTL?
What educator competencies do you need to develop for SoTL?
Maximising the impact of practitioner research: A handbook of practical advice
by Mary Hamilton, Paul Davies, and Kathryn JamesMaximising the impact of practitioner research: A handbook of practical advice
"Well-supported and resourced practitioner research is best placed to develop practice because it encourages critical and reflective inquiry. It throws light on, explores and challenges accepted practices and wisdom from the inside as well as the outside. It provides the opportunity to recognise and use practitioners’ knowledge, and to identify and promote innovative practices, which mushroom constantly in so many places."
maximisingimpactofpractitionerresearch.pdfLiteracy Network of Durham Region (LiNDR)
was developed by the Literacy Network of Durham Region (LiNDR) to provide literacy networks and programs with ways to efficiently identify current field research that is relevant and train instructors on how to use research in the classroom. It is intended to contribute towards the practice of active reflection by literacy practitioners on current research, theory and the integration of project products in order to benefit the learner.
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