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ERIC Number: EJ1171756
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: EISSN-2154-6282
Detached and Unsustainable: Central Tensions in Teacher Research Capstones and the Possibilities for Reimagined Inquiry
Fulmer, Ellie Fitts; Bodner, Jill
i.e.: inquiry in education, v9 n2 Article 5 2017
With increased frequency, teacher education programs require candidates to engage in practice-based research capstones (e.g., Lattimer, 2012; Mule, 2006). Yet, experience provides evidence that newly credentialed teachers regularly disregard the practice of teacher inquiry immediately after graduation, prompting the authors to ask, "how can the teacher research thesis be better utilized to foster a career-long inquiry stance?" This article highlights central tensions in the teacher research theses common in teacher education programs, and suggests a vision for change. Using narrative resonance (Conle, 1996), the authors articulate possibilities for transformed teacher research capstones that are rooted in practitioner inquiry. This argument connects with calls for reflective pedagogy of teacher education (Loughran, 2007), establishing quality in beginning teacher researchers' work (DiLucchio & Leaman, 2012), and cultivating sustainable inquiry practices that teachers can easily draw upon (Beck, 2017; Massey, et al., 2009). Recommendations include, (1) grounding teacher research in a practitioner inquiry framework (Cochran-Smith & Lytle, 2009) as opposed to action research methodologies; (2) inviting practicing K-12 teacher researchers to be research guides; and (3) transforming expectations from an academia-oriented paper to participation in a network of teacher researchers. Through this reimagined practice of beginning teacher research, we suggest increased likelihood of cultivating life-long teacher researchers.
Center for Practitioner Research at National Louis University. 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A