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ERIC Number: EJ852471
Record Type: Journal
Publication Date: 2009-Oct
Pages: 7
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Teachers as Researchers in a Major Research Project: Experience of Input and Output
Smith, C.; Blake, A.; Curwen, K.; Dodds, D.; Easton, L.; McNally, J.; Swierczek, P.; Walker, L.
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n7 p959-965 Oct 2009
Teachers have long participated in collaborative research. However, they have generally had direct stakes in the outcomes. Teachers in the Early Professional Learning (EPL) Project used their insider status to gather data not directly related to their own practice. Lessons for integrating a group of teacher-researchers into a major project are discussed. Some of these are practical, but also cover their unexpectedly experienced initial isolation within the project team, that has relevance for both forming and theorising communities of enquiry. An outline for a new concept of teacher-researcher begins to emerge that may influence the direction of educational research.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A