ERIC Number: EJ1044551
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1354-0602
EISSN: N/A
A Methodological Framework for Studying Policy-Oriented Teacher Inquiry in Qualitative Research Contexts
Koro-Ljungberg, Mirka
Teachers and Teaching: Theory and Practice, v20 n6 p764-782 2014
System-based and collaborative teacher inquiry has unexplored potential that can impact educational policy in numerous ways. This impact can be increased when teacher inquiry builds momentum from classrooms and teaching practices and simultaneously addresses district, state, and national discourses and networks. In this conceptual paper, I encourage scholars and practitioners to consider ways to methodologically, theoretically, and collectively strengthen teacher research and inquiry to increase its impact on policy. I propose a methodological framework for policy-oriented teacher inquiry that highlights multilayered research approaches and collaborative inquiry. I situate my arguments and the proposed framework in the context of qualitative research and Marx's dialectic method.
Descriptors: Teacher Researchers, Cooperation, Inquiry, Educational Policy, Qualitative Research, Research Methodology, Marxian Analysis, Theory Practice Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A