Welcome to the InfoSci Platform
Going Deep, Wide, and Long: The Professional Endurance of Teacher Researchers

Going Deep, Wide, and Long: The Professional Endurance of Teacher Researchers

Elizabeth Currin
Copyright: © 2022 |Pages: 20
ISBN13: 9781668438480|ISBN10: 1668438488|ISBN13 Softcover: 9781668438497|EISBN13: 9781668438503
DOI: 10.4018/978-1-6684-3848-0.ch002
Cite Chapter Cite Chapter

MLA

Currin, Elizabeth. "Going Deep, Wide, and Long: The Professional Endurance of Teacher Researchers." Handbook of Research on the Educator Continuum and Development of Teachers, edited by Bryan S. Zugelder and Mark L'Esperance, IGI Global, 2022, pp. 17-36. https://doi.org/10.4018/978-1-6684-3848-0.ch002

APA

Currin, E. (2022). Going Deep, Wide, and Long: The Professional Endurance of Teacher Researchers. In B. Zugelder & M. L'Esperance (Eds.), Handbook of Research on the Educator Continuum and Development of Teachers (pp. 17-36). IGI Global. https://doi.org/10.4018/978-1-6684-3848-0.ch002

Chicago

Currin, Elizabeth. "Going Deep, Wide, and Long: The Professional Endurance of Teacher Researchers." In Handbook of Research on the Educator Continuum and Development of Teachers, edited by Bryan S. Zugelder and Mark L'Esperance, 17-36. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3848-0.ch002

Export Reference

Mendeley
Favorite

Abstract

The decades-long and ongoing era of accountability-driven education is defined by top-down reforms targeting the ostensibly poor performance of public schools. Teacher researchers—who identify, examine, and mitigate their own problems of practice—offer a powerful counter-narrative. Cultivating and maintaining what is known as an inquiry stance, they hold themselves accountable by devoting their constant curiosity to continual improvement. Acknowledging the value of such reflective practice, this chapter offers insights for teacher education gleaned from a qualitative study of long-term teacher researchers that sought empirical evidence of the premise that an inquiry stance is a career-long habit. Examining the sociopolitical and institutional features that promoted and inhibited their stance of inquiry surfaced the deep scholarly preparation, wide ongoing support, and long-standing relationships that made them who they are. Consequently, this study illuminates how teacher educators can prepare future teacher researchers for going deep, wide, and long.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.