Vol. VIII No. 2
May 1996



Editorial

Teachers Ask

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Teachers as Researchers

Many teachers consider research the domain of professors and graduate students. Is it possible for a classroom teacher to wear the hats of both a teacher and a researcher? Not only is it possible- many teachers are probably doing it, in some cases subconsciously, everyday. How many educators teach a class and then sit back and reflect- Why did my class respond favourably to today's lesson and not yesterday's? What can I do to increase interaction in my classroom? How can I make the learning more relevant for my students? The list of questions can be unending. Sometimes these questions are recorded and a plan is put in place in an attempt to address them. Sometimes the questions are mentally filed or written in a teaching journal for later reference. In either case, it is important to realize that these questions are significant steps toward the betterment of teaching in both an individual and global sense and represent a vital first step in doing research.

Hopkins (1989) in his book entitled "A Teacher's Guide to Classroom Research" defines teacher research as "an act undertaken by teachers either to improve their own or a colleague's teaching or to test the assumptions of education theory in practice." (Pg. 2). He describes classroom research as a way to empower teachers to create better learning environments. Hopkins gives several examples of potential questions that teachers may ask themselves and outlines effective and feasible ways of gathering and analyzing data related to research questions. By asking and addressing questions, teachers engage in "action research"- seeking understanding in an attempt to improve.

In a recent publication entitled "Teacher Research and Educational Reform" several authors discuss the revival and resurgence of classroom- based inquiry. Hollingsworth & Sockett (1994) describe action research as "elaborate problem solving procedures toward the implementation of social and cultural change." Giving teachers the autonomy and responsibility to effect change is another key element in research. Another author in this collection sees teacher research as "systematic inquiry by practitioners about their own practices." (Zeichner, 1994, p. 67) Although a seemingly broad statement, it does give a very concrete picture of what this type of research involves- a structured and specific look at one or many aspects of teaching by teachers themselves.

Is it possible for teachers to remove themselves from their teaching and objectively analyse something to which they have such a personal connection? Even if it were possible, why would teacher-researchers want to objectify something so inherently subjective as the teaching/learning process? A lack of objectivity regarding their own teaching does not mean that teachers cannot conduct meaningful and worthwhile research. So how do teachers effectively evaluate and study their own teaching practices? As previously mentioned, asking specific questions is only the first step in the inquiry process. Once questions are posed, teacher-researchers then need to determine methods of collecting data which address these queries and which can be feasibly conducted with the classroom context. Hopkins (1989) suggests several ways to gather information including teacher journals, observation, audio or video recordings, and pupil diaries. Portfolios of student work can also provide some insight into certain aspects of the educational process.

Although many teachers may feel that formally publishing their research in a journal is not an option, publishing can take many other forms. For example, teachers can share their insights with colleagues in a staff room, write an informal account of findings in a newsletter or give a presentation or workshop to a group of teachers. Improvements to curriculum and to overall teaching can begin with one teacher- but it must be shared.

Another significant impact of teacher research is its potential as a means of bridging the gap between universities and schools. Collaborative research projects have the ability to create cooperative and mutually respectful relationships between these two sometimes separate worlds of public schools and academic institutions. In order for research to be an agent for change it needs to involve the various stakeholders in the educational process. Teachers must begin to see themselves as valuable and necessary contributors to the research community and to the constantly evolving educational process. "Teacher research has the potential to be a significant way of knowing for the larger communities of both school-based teachers and university-based researchers, as well as policy-makers and school administrators. Teacher research has particular potential for transforming the university-generated knowledge base." (Lytle & Cochran-Smith, 1994, p.33).

The reformational and transformational qualities of teacher research make it not only a worthwhile but also a necessary activity. Hollingsworth & Sockett (1994) describe this research not as a passing phase but as the key to a forward looking vision to further "professionalize teaching and rethink… schools." (p. 17). All efforts on the part of teachers to improve their own teaching or the state of teaching as a whole need support and encouragement from the entire educational community. Teacher inquiry deserves recognition and consideration and should never be dismissed as trivial or meaningless by either the teachers themselves or by others involved in education. "If teacher research is concerned with the practical wisdom of professional teachers, their voices and their articulation of the reality of understanding students and schools, then those voices have to be heard across the academy." (Hollingsworth & Sockett, 1994, p. 17)

References:
Hollingsworth, S. & Sockett, H. (1994). Positioning Teacher Research in Educational Reform: An Introduction. In S. Hollingsworth & H. Sockett (Eds.), Teacher Research and Educational Reform (pp. 1- 20). Chicago, IL: The University of Chicago Press.

Hopkins, D. (1989). A Teacher's guide to classroom research. Milton Keynes, England: Open University Press.

Lytle, S.L. & Cochran-Smith, M. (1994). Inquiry, Knowledge and Practice. In S. Hollingsworth & H. Sockett (Eds.), Teacher Research and Educational Reform (pp. 22-51). Chicago, IL: The University of Chicago Press.

Zeichner, K.M. (1994). Personal Renewal and Social Construction through Teacher Research. In S. Hollingsworth & H. Sockett (Eds.), Teacher Research and Educational Reform (pp. 66-85). Chicago, IL: The University of Chicago Press.