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ERIC Number: ED448156
Record Type: Non-Journal
Publication Date: 1999-Nov
Pages: 22
Abstractor: N/A
Reference Count: N/A
Teacher Research as Professional Development for P-12 Educators.
Zeichner, Ken; Klehr, Mary
This paper examines systematic studies of teacher research as professional development activity, identifying specific aspects of this experience that relate to positive teacher and student learning. Section 1 discusses variations in teacher research related to motivation, structural conditions and context, study format and content, incorporation of outside research, and philosophical orientation toward teachers. Section 2 presents five studies of teacher research as professional development: the Madison, Wisconsin, School District Classroom Action Research Program; the Brookline and Boston, Massachusetts, Learning/Teaching Collaborative Inquiry Seminars; the Lawrence School Teacher Study Groups, Brookline, Massachusetts; the Bay Area IV Professional Development Consortium Teacher Action Research Project; and the schoolwide action research model in Georgia and Ames, Iowa. Section 3 presents teachers' self-reports of the research experience. Teachers gain a new sense of confidence from conducting research, often becoming more critical of assertions about what works in classrooms and more skeptical of reform strategies that do not include them in the discussion. Key dimensions of teacher research programs that are important in transforming teaching and student learning are detailed (e.g., creating a culture of inquiry that respects the voices of teachers and the knowledge they bring to the research experience). (Contains 27 references.) (SM)
For full text:
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Partnership for Excellence and Accountability in Teaching, Washington, DC.