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Teachers as Researchers: Participatory and Action Research

Teachers as Researchers: Participatory and Action Research

Patricia Cranton
Copyright: © 2022 |Pages: 17
ISBN13: 9781668441442|ISBN10: 1668441446|EISBN13: 9781668441459
DOI: 10.4018/978-1-6684-4144-2.ch020
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MLA

Cranton, Patricia. "Teachers as Researchers: Participatory and Action Research." Handbook of Research on Educational Leadership and Research Methodology, edited by Viktor Wang, IGI Global, 2022, pp. 361-377. https://doi.org/10.4018/978-1-6684-4144-2.ch020

APA

Cranton, P. (2022). Teachers as Researchers: Participatory and Action Research. In V. Wang (Ed.), Handbook of Research on Educational Leadership and Research Methodology (pp. 361-377). IGI Global. https://doi.org/10.4018/978-1-6684-4144-2.ch020

Chicago

Cranton, Patricia. "Teachers as Researchers: Participatory and Action Research." In Handbook of Research on Educational Leadership and Research Methodology, edited by Viktor Wang, 361-377. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-4144-2.ch020

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Abstract

The purpose of this chapter is to introduce readers to how teachers can be taught about research in ways that are meaningful for them and relevant to their practice. The three main research paradigms are described, paradigms that are defined based on the kind of knowledge being sought. Mixed methods research is also acknowledged as possibly being in a fourth paradigm. It is action research and participatory action research (also called “teacher research”) that most closely illustrates how teachers can meaningfully engage in research relevant to their practice. These methodologies are described, and then a template for a research course for teachers is provided. Finally, practical examples of participatory and action research are provided, followed by suggestions for the future development of teacher research, including narrative inquiry and arts-based research.

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