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Perspectives on Teacher Research: Teachers Report Challenges in Examining Classroom Practice

Perspectives on Teacher Research: Teachers Report Challenges in Examining Classroom Practice

Salika A. Lawrence, Rochelle G. Kaplan, Ellina Chernobilsky
Copyright: © 2017 |Pages: 16
ISBN13: 9781522506690|ISBN10: 1522506691|EISBN13: 9781522506706
DOI: 10.4018/978-1-5225-0669-0.ch010
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MLA

Lawrence, Salika A., et al. "Perspectives on Teacher Research: Teachers Report Challenges in Examining Classroom Practice." Literacy Program Evaluation and Development Initiatives for P-12 Teaching, edited by Salika A. Lawrence, IGI Global, 2017, pp. 191-206. https://doi.org/10.4018/978-1-5225-0669-0.ch010

APA

Lawrence, S. A., Kaplan, R. G., & Chernobilsky, E. (2017). Perspectives on Teacher Research: Teachers Report Challenges in Examining Classroom Practice. In S. Lawrence (Ed.), Literacy Program Evaluation and Development Initiatives for P-12 Teaching (pp. 191-206). IGI Global. https://doi.org/10.4018/978-1-5225-0669-0.ch010

Chicago

Lawrence, Salika A., Rochelle G. Kaplan, and Ellina Chernobilsky. "Perspectives on Teacher Research: Teachers Report Challenges in Examining Classroom Practice." In Literacy Program Evaluation and Development Initiatives for P-12 Teaching, edited by Salika A. Lawrence, 191-206. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0669-0.ch010

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Abstract

Given the diversity encountered in today's classrooms, teacher research presents an opportunity for teachers to discuss how to conduct research and benefit from self-study in their own classrooms. Although teachers derive their decision-making through different paths, in this chapter the authors explore the practices teachers apply when engaging in research and teachers' perceptions about the benefits and challenges of classroom inquiry. Data from teachers' self-reports are examined to determine the extent to which teachers' classroom research impacted their practices. Teachers reported that classroom inquiry was a beneficial form of professional growth because it helped them to closely examine the relationship between teaching and learning through close examination of data and student practices. However, teachers consistently reported that limited time hindered ongoing inquiry and opportunities to collaborate with colleagues.

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