ERIC Number: ED397033
Record Type: RIE
Publication Date: 1996-Apr
Reference Count: N/A
"If You Have a Ph.D., Then Why Are You Teaching Kindergarten?": A Teacher Research Work in Progress.
Goldstein, Lisa Siegel
A teacher with a new Ph.D. recounts her experience in returning to her previous role as a full-time teacher as she attempts also to conduct a teacher research program. She recounts her previous unsatisfactory experience co-teaching on a part-time basis while doing graduate research and her realization of the need to be the real teacher to conduct such research. In her role as teacher of a combined kindergarten/first grade class, she identifies tensions between the explicit expectations of teachers held by universities and school districts and the implicit understanding parents have of teachers' responsibilities to their children. She found that the demands and expectations of being a full-time teacher impinged greatly on her ability to function as a researcher. Of particular importance were parental concerns when research activities drew time away from the classroom. Major barriers to teacher research are institutional constraints, time limitations, and parental expectations. In order to enable "real" teachers to engage in teacher research, she stresses the need for both the explicit and the implicit understanding of the job of teacher to be broadened to make room for this aspect of reflective professional practice. (ND)
Descriptors: Action Research, Classroom Research, Early Childhood Education, Elementary School Teachers, Higher Education, Parent Attitudes, Parent School Relationship, Personal Narratives, Reflective Teaching, Research Design, Teacher Attitudes, Teacher Researchers, Teaching Conditions, Teaching (Occupation), Theory Practice Relationship
Publication Type: Opinion Papers; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).