ERIC Number: ED354524
Record Type: RIE
Publication Date: 1992-Oct
Ideological Divergences in a Teacher Research Group. Technical Report No. 64.
Schecter, Sandra R.; Parkhurst, Shawn
Over the past few years, teacher research has become increasingly popular both as a movement and as an emerging field. Ideology plays a prominent and underestimated role in the group dynamics and activities of teacher research groups. Treatments of teacher research remain directed mainly at clarifying the content, the status, and the boundaries of the research practice engaged in by teachers. Treatments of the topic also often describe how teacher research contrasts with university research with regard to these elements. However, the differing ideologies of participants, especially in the areas of research, teaching/learning, and writing, have been little noted, despite the key place that these differences may hold in the overall project. A study was conducted which focused on one well-supported, university-affiliated teacher research group over a period of 2 years. The group was comprised of from 19 to 20 teachers representing a wide spectrum of grade levels. All on the high school and college level taught English. The concept of ideology was utilized to emphasize that beliefs about society, politics, and cognition are intimately bound up in the teacher researchers' different perspectives. Analysis of the ideological positions that developed within this teacher research group, along with the conflicts and interchanges among the participants, demonstrates that there are important divisions within the teacher research movement that are intellectually creative and socially important. Furthermore, educational progress does not demand homogenization of these differences. (Contains 29 references.) (HB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for the Study of Writing and Literacy, Berkeley, CA.