GLOCER
Teacher Practitioner Research: Social Justice Action in the Classroom
Frances Vitali, Ph.D. & Maria Winfield, Ph.D.
(Research Methods in Education)
Symposium
ABSTRACT
The word research originates from the French word recherché meaning to investigate thoroughly; careful or diligent search; studious inquiry or examination (Webster's Ninth New Collegiate Dictionary, p. 1003). Teacher research has a sustained history evident in the work of educators such as Pestalozzi, Rousseau, Dewey, Montessori and more recently, Nancy Atwell, Lucy Calkins, Donald Graves, Collins, Delpit, Dillard, Hill, Hubbard & Power, Ladson-Billings, Lawrence-Lightfoot, Moraga & Anzaldua, Torres & Noguera, Witherell & Noddings among others. Early on, Lawrence Stenhouse promoted the idea that successful teacher research is nurtured within a research community. The systematic methodology of using student observations to improve learning and teaching efficacy is still relevant (Hubbard & Power, 2012).
Teacher practitioner research honors teachers as professionals who are experts in their own classrooms. Teacher research reclaims the professional power and expertise educators possess. Practitioner research is known as: action research, practice-centered inquiry, teacher research, teacher-as-scholar, practical inquiry, classroom inquiry, and storytelling school of research. Practitioner research reflects the ability to contribute to student success and learning within reflective practice.