Democratizing the Science of Teaching through Practitioner Research

Autor/in	Judd, Joel B.
Titel	Democratizing the Science of Teaching through Practitioner Research
Quelle	In: Educational Research: Theory and Practice, 33 (2022) 1, S.14-21 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-8965
Schlagwörter	Science Instruction; Teaching Methods; Pandemics; COVID-19; Action Research; Evidence Based Practice; Transformative Learning; Professionalism; Decision Making; Teacher Attitudes; Capstone Experiences; Masters Programs; Inservice Teacher Education; Democracy; Likert Scales + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Pädagogische Transformation; Professionalität; Decision-making; Entscheidungsfindung; Lehrerverhalten; Magister course; Magisterstudiengang; Lehrerfortbildung; Demokratie; Likert-Skala
Abstract	The current pandemic highlights once more the pressures and threats to teacher professionalism. While many give lip service to the essential role of educators, most high-stakes decisions continue to be made by those outside of the classroom (Hong & Rowell, 2019). Teaching continues to be more of a "compliant" than "activist" profession (Sachs, 2016). Our graduate program seeks to counter this state of affairs by supporting teacher practitioner research. By employing a cycle of inquiry drawn from action research, teachers improve their own practice and professionalism. Surveys employed before and after their capstone study support our findings that teacher-produced evidence is the best "evidence-based" practice, and that practitioner research is a powerful and transformative tool for professional development (Zeichner, 2006). (As Provided).
Anmerkungen	Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01