Many new teacher researchers are amazed to discover that they were already engaged in actions similar to the teacher research process as a natural part of their classroom instruction/assessment cycle. Once they join a teacher research group, they become much more systematic and focused as they experience the energy derived from evidence-based inquiry and practice. They realize the interconnectedness between teaching and research, as their research informs their practice, and the realities of the classroom inform their understanding of educational theory. This promotes professionalism (in the form of reflective, inquiry-based practice and collaboration), and provides evidence (in the form of the data collected during the inquiries) to support innovative instructional practices.
Q: How does teacher research affect student achievement?
A: Like most education research, it is difficult to “prove” that teacher research has a direct, positive impact on student achievement. However, there is definitely a correlation between teachers who are reflective, who investigate curriculum and instructional practices, and student achievement. Teachers who improve classroom teaching/learning through their inquiries become more accomplished practitioners. And, accomplished practitioners have a positive impact on student learning. In addition, the knowledge generated from classroom-based research can inform local policy decisions, by providing the evidence to back up teachers’ claims about best practices.
Q: How do teachers get involved in teacher research? Are there incentives or supports in place for teacher researchers? How can I connect with other teachers interested in researching in their own classrooms?
A: Teachers sometimes become involved in teacher research through coursework that emphasizes the natural connection between inquiry and practice. But, in my dissertation study, I found that the main way teachers become involved in teacher research is through a personal invitation from someone they respect. Teachers who are already conducting research invite other teachers to benefit from collaborative reflection and inquiry. When those initial inquiries are supported effectively, teachers tend to stick with teacher research until, over time, it becomes a part of who they are as teachers, or what Marian Mohr called, “a way of being” a teacher.
Many teacher researchers are part of networks of other teacher researchers. These networks are often supported by websites or electronic learning platforms such as Blackboard. An example of such a network is the Collaborative Action Research Network (CARN). Another such organization is the League of Teacher Researchers. Several electronic journals now publish the work of teacher researchers online; one fine example is ARExpeditions. For more information about what teacher research is, and to read studies written by teacher researchers, click here. For more information about the Fairfax County Public Schools Teacher Researcher Network, click here.
