DiLucchio and Leaman

Teacher Research: Joint Learning and Joint Action Across Contexts

Connie DiLucchio, Ed.D. West Chester University of Pennsylvania, USA; Heather Leaman, Ph.D. West Chester University of Pennsylvania, USA

ABSTRACT:

As a result of co-teaching a culminating action research course in a M.Ed. program for practicing teachers, we have identified collaborative and individual areas of research including: the use of professional literature as source of data throughout the research process, the intersection of teacher research and teacher leadership, and teacher research in social studies. These areas are connected through our collaborative teaching and sharing of the same population of teacher researchers—students in our M.Ed. in Applied Studies in Teaching and Learning program. Preliminary findings regarding the use of professional literature suggest that the use of literature as data source allows teachers to engage the professional literature across the teacher research process rather than as isolated preliminary stage, and that teachers explore multiple topics in the professional literature and integrate the professional literature in research findings and conclusions in more significant ways. Preliminary findings regarding the teacher research and leadership suggest that teacher research helps teachers feel empowered and confident in their ability to create knowledge about teaching and learning. Preliminary findings regarding teacher research in social studies suggest that teachers of social studies may not often implement inquiry into their teaching through a traditional action research methodology, however, an inquiry framework is being utilized by teachers to investigate and improve their own practice. Findings from each of these efforts will be used to inform the instructors’ continued collaborative work with teachers enrolled in the M.Ed. in Applied Studies program and to direct future individual and collaborative research into teacher research practices.

Key Words:

teacher research; literature; teacher leadership; social studies