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Related Experiment Videos

Teacher-as-researcher: theory-into-practice.

Ye Wang¹, Robert E Kretschmer, Maria C Hartman

¹Department of Communication Sciences and Disorders, Missouri State University, Springfield, USA.

American Annals of the Deaf

|October 8, 2010

Summary

This article introduces teacher action research, a cyclical, systematic, reflective, and collaborative approach where educators investigate their own practice. It emphasizes integrating theory with practice to address daily pedagogical challenges effectively.

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Area of Science:

Education
Teacher Professional Development

Background:

Introduces teacher action research (TAR), also known as the teacher-as-researcher model.
Details the four core elements of TAR: cyclical, systematic, reflective, and collaborative.
Provides a historical overview of teacher action research.

Discussion:

Explores the multi-paradigmatic and multi-methodological nature of TAR.
Defines the scope and purpose of the special issue on TAR.
Highlights the importance of systematic inquiry in teacher education.

Key Insights:

Teacher action research empowers educators to critically examine and improve their teaching methods.
The cyclical and reflective nature of TAR fosters continuous professional growth.
Collaboration in TAR enhances the sharing of best practices among educators.

Outlook:

Encourages in-service and preservice teachers to adopt a teacher-as-researcher mindset.
Suggests integrating theoretical knowledge with practical classroom application.
Aims to equip teachers with the skills to navigate complex pedagogical challenges through research.