Teachers as Researchers-Reference-Cited by-同舟云学术

Teachers as Researchers

Published:2022-06-24 Issue: Volume: Page:361-377
ISSN:2326-9022
Container-title:Advances in Educational Marketing, Administration, and Leadership
language:
Short-container-title:

Author:

Cranton Patricia¹

Affiliation:

1. New Brunswick University, Canada

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.

Publisher

IGI Global

Reference30 articles.

1. ArgyrisC. (1993). Knowledge for action: A guide for overcoming barriers to organizational change. Jossey-Bass.

2. Understanding Program Planning Theory and Practice in a Feminist Community-Based Organization

3. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge, and action research. Falmer.

4. CrantonP.MerriamS. (2014). Introduction to research for educators and trainers of adults (3rd ed.). Krieger Publishers.

5. CreswellJ. W. (2003). Research design: Qualitative, quantitative, and mixed method approaches. Sage Publishing, Inc.