Content area
Abstract
This mixed-methods study describes and analyzes the processes and components of engaging and sustaining teachers in teacher research. The theoretical frameworks that provide the foundation for this study are: teacher and practitioner research, reflective practice, professional learning communities, and leading educational change. The research design included a web-based survey, in-depth interviews, and examination of teacher research reports. Study participants were current and former teacher researchers. The research questions addressed in the study were: What are the essential elements for engaging and sustaining teachers in teacher research? How do teachers become interested in conducting teacher research? What elements are needed for supporting beginning teacher researchers? What elements are needed for supporting continuing teacher researchers? How does teacher research become a way of being, a habit of mind? While many preservice and continuing education courses require teacher research to fulfill course requirements, few classroom teachers voluntarily engage in teacher research as a means of generating knowledge about teaching and learning.
The study has implications for educators who seek to encourage teachers to undertake teacher research. The study provides them with information about the culture, climate, and specific supports needed to sustain the work of teacher researchers. Most teachers initially engage in research as a result of a personal invitation or course work that emphasizes the interconnection between teaching and teacher research. Beginning and continuing teacher researchers benefit from regular group meetings with an effective research facilitator who models the process and guides teachers throughout their inquiries. Prolonged engagement in the process of teacher research leads teachers to develop dispositions such as critical reflection, a questioning stance, systematic investigation of practice, and a desire to improve teaching and learning. Experiencing professional growth and change through the inquiry process empowers educators to create, as well as use, knowledge about teaching and learning. Engaging and sustaining teachers in teacher research requires a shift in culture from teachers working in isolation to teachers working collaboratively.
