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Teachers As Researchers: Researchers As Teachers? Towards Successful Educational Research

The teacher research movement has sought to “... weave a research element into the expertise of teachers” (Nisbet, 2005: 43). Much has been done to achieve this aim. There is a considerable body of research which seeks to demonstrate to practicing and student teachers the value of participating i...

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Main Author: Nair, Sue
Format: Article
Language:English
Published: Penerbit Universiti Sains Malaysia 2007
Subjects:
LB2300 Higher Education
Online Access:http://eprints.usm.my/34334/1/JPP_02_DR_SUE_NAIRL_ART_2_%2825-44%29.pdf
http://eprints.usm.my/34334/
http://apjee.usm.my/APJEE_22_2007/JPP%2002%20DR%20SUE%20NAIRL%20ART%202%20(25-44).pdf
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spelling my.usm.eprints.34334 http://eprints.usm.my/34334/ Teachers As Researchers: Researchers As Teachers? Towards Successful Educational Research Nair, Sue LB2300 Higher Education The teacher research movement has sought to “... weave a research element into the expertise of teachers” (Nisbet, 2005: 43). Much has been done to achieve this aim. There is a considerable body of research which seeks to demonstrate to practicing and student teachers the value of participating in classroom research (for example, Bailey, 2001). The skills required of a teacher researcher have been enumerated (for example, Kincheloe, 2002), and there is a range of literature available to give practical guidance to teacher researchers (for example, Yates, 2004; Miller, 2005). This paper asks why there is not more evidence of teacher research impacting on practice. To consider this question, a number of relevant areas are examined, for example: social and political contexts; school cultures; and teachers’ perceptions of their roles and personal efficacy. Factors within these areas may affect teachers’ motivation to be involved in research. Practical actions to support teachers in becoming self-questioning, reflective and informed teacher researchers are identified. Inevitably, this development in the teachers’ role impacts on the role of university based researchers and on the relationship between schools and universities. Penerbit Universiti Sains Malaysia 2007 Article PeerReviewed application/pdf en http://eprints.usm.my/34334/1/JPP_02_DR_SUE_NAIRL_ART_2_%2825-44%29.pdf Nair, Sue (2007) Teachers As Researchers: Researchers As Teachers? Towards Successful Educational Research. The Asia Pacific Journal of Educators and Education (formerly known as Journal of Educators and Education), 22 (1). pp. 1-20. ISSN 2289-9057 http://apjee.usm.my/APJEE_22_2007/JPP%2002%20DR%20SUE%20NAIRL%20ART%202%20(25-44).pdf
institution Universiti Sains Malaysia
building Hamzah Sendut Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Sains Malaysia
content_source USM Institutional Repository
url_provider http://eprints.usm.my/
language English
topic LB2300 Higher Education
spellingShingle LB2300 Higher Education
Nair, Sue
Teachers As Researchers: Researchers As Teachers? Towards Successful Educational Research
description The teacher research movement has sought to “... weave a research element into the expertise of teachers” (Nisbet, 2005: 43). Much has been done to achieve this aim. There is a considerable body of research which seeks to demonstrate to practicing and student teachers the value of participating in classroom research (for example, Bailey, 2001). The skills required of a teacher researcher have been enumerated (for example, Kincheloe, 2002), and there is a range of literature available to give practical guidance to teacher researchers (for example, Yates, 2004; Miller, 2005). This paper asks why there is not more evidence of teacher research impacting on practice. To consider this question, a number of relevant areas are examined, for example: social and political contexts; school cultures; and teachers’ perceptions of their roles and personal efficacy. Factors within these areas may affect teachers’ motivation to be involved in research. Practical actions to support teachers in becoming self-questioning, reflective and informed teacher researchers are identified. Inevitably, this development in the teachers’ role impacts on the role of university based researchers and on the relationship between schools and universities.
format Article
author Nair, Sue
author_facet Nair, Sue
author_sort Nair, Sue
title Teachers As Researchers: Researchers As Teachers? Towards Successful Educational Research
title_short Teachers As Researchers: Researchers As Teachers? Towards Successful Educational Research
title_full Teachers As Researchers: Researchers As Teachers? Towards Successful Educational Research
title_fullStr Teachers As Researchers: Researchers As Teachers? Towards Successful Educational Research
title_full_unstemmed Teachers As Researchers: Researchers As Teachers? Towards Successful Educational Research
title_sort teachers as researchers: researchers as teachers? towards successful educational research
publisher Penerbit Universiti Sains Malaysia
publishDate 2007
url http://eprints.usm.my/34334/1/JPP_02_DR_SUE_NAIRL_ART_2_%2825-44%29.pdf
http://eprints.usm.my/34334/
http://apjee.usm.my/APJEE_22_2007/JPP%2002%20DR%20SUE%20NAIRL%20ART%202%20(25-44).pdf
_version_ 1643708178022531072
score 13.211869

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