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The Teacher Researcher

This document discusses teacher research and the teacher-researcher role. It explains that teachers can be involved in research by identifying problems, choosing materials and strategies, and assessing students. The document also discusses how research and teaching involve both action and reflection. It describes how teacher research started gaining recognition in the 1970s as a way for teachers to actively engage in creating knowledge about their profession. The key aspects of action research are that it is participant-driven, collaborative, aims to improve practice, and is context-specific. Teacher research has influenced English language teaching by helping design teaching programs and integrate professional development and research.

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Margarito Escalante
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29 views5 pages

The Teacher Researcher

This document discusses teacher research and the teacher-researcher role. It explains that teachers can be involved in research by identifying problems, choosing materials and strategies, and assessing students. The document also discusses how research and teaching involve both action and reflection. It describes how teacher research started gaining recognition in the 1970s as a way for teachers to actively engage in creating knowledge about their profession. The key aspects of action research are that it is participant-driven, collaborative, aims to improve practice, and is context-specific. Teacher research has influenced English language teaching by helping design teaching programs and integrate professional development and research.

Uploaded by

Margarito Escalante
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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UNIVERSIDAD AUTONOMA DE CHIAPAS

MARGARITO ESCALANTE CRUZ


INTRODUCTION TO RESEARCH
THE TEACHER RESEARCHER
SUMMARY
PROFESSOR: MARIA MAGDALENA ESCOBAR MENDOZA
TUESDAY JANUARY 25TH 2022
THE TEACHER RESEARCHER
Teachers can be involved themselves in research in many aspects for example by
identifying problems, choosing suitable materials and strategies and assessing
students, that is to say they are in control of decision taking in their professional context.
Brumfit and Mitchel make the assertion that research is a type of contemplation and
teaching is a type of action, and suggest the terms “action” and “contemplation”
(reflection), on the contrary we can say that the only concern a teacher has is to go
through a lesson to take his or her students to the next level, however it is been thought
that a researcher and a teacher have different agendas that for this topic become two
constituent parts -the very idea is that reflecting on action allows the development of a
critical distance from the real-time action itself.

Research as reflection, a starting point for exploring the interface between action and
reflection is teachers’ professional knowledge about the aspects of their job. Bolster
(1938:278) states every teacher knows there are many similarities between classes but
also each group has its special characteristics and consequently successful teaching
requires the recognition of its uniqueness. The reflective practitioner is somebody that
reflects what he has done and then he becomes a researcher in the practice context
where doing and thinking are interwoven, the theory to enable teachers to see what
they are seeing for instance a teacher becoming interested in the learning habits of an
individual and then carrying out a case study for the good of the student.

Theory, practice and relevance symbolize the power of the researcher to define valid
knowledge in the form of generalization, thus experience is invalidated, theory and
research protect teachers’ practices. Teacher functions as a researcher in practice, the
practice itself is a source of renewal.

Teacher-researcher movement started by 1970 when Schroeder published some data


about the kinds of research teachers would like to see carried out and ways in which
they might themselves become involved, research done by others as on the teacher as
active researcher. In UK, Stenhouse stimulated both the principle and practice of
teacher research (1975), teacher as an extended, not restricted professional engaged
directly in the discovery and creation of knowledge, the term research was defined as
the means towards a disciplined intuition, combining creativeness and self-criticism.

The field of action-research is complex, the term was attributed to Kurt Lewin whom
research methodology was based on the people’s real world experience, he showed
that the highest level of output in the subgroup that was allowed to formulate its own
action plan of production (persuasive point in favor of group decision-making).The cycle
for this was initial idea, fact finding, action plan, implementation, monitoring, revision
and amended plan, when comparing to a teacher’s job it could be for instance a
different uptake in a coursebook, collect data via observation, decide to vary the
sequence of presentation, monitoring and continue until useful and positive changes are
observed.

The essential characteristics of action research are:

It is participant-driven and reflective.

It is collaborative.

It leads to change and the improvement of practice, not just knowledge in itself.

It is context-specific.

Some applications of action research are concerned with curriculum issues and also
with administration and management of schools.

Teacher research and English language teaching, the influence on ELT of the applied
linguistic tradition has been of great importance on the designing of teaching programs,
but first let’s look at the paradigm to teachers’ education and then how this has been
integrated to professional development and research by practicing teachers. There is a
difference between teacher education and teacher training, since the input is not the
same, Wallace (1991), states three models in teacher training; teachers learning from
experts, the Applied Science Model, separation between research and practice and last
the reflective model where knowledge is experiential rather than received, he argues
that all three models are necessary it all depends on the kind of training.

Research and teacher development, it portrays teachers as active and questioning


professionals willing to reflect and change in a long-term way over the course of their
careers, which has led into many teachers’ organizations that offer cooperative
development, training programs, workshops, action-research projects among others.

TESOL is one of the organizations which has become involved in research in many
contexts around the planet in terms of initiation, execution and dissemination, purposes,
recipients, areas of study, planning, data collection, monitoring and follow-up.

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