Teacher Action Research allows you to see your classroom and teaching in a new way, leading to improved learning for your students (and you).
Teacher Action Research
“Educational practitioners…become most effective when their skills and classroom wisdom are combined with their knowledge of educational research” (Suter, 2006, p. 4).
In my role as FYC teacher I am constantly asking questions about how and to what extent learning about writing is taking place in my own classroom. My curiosity is based in a strong desire to improve learning. The scholarly work of teacher research involves the careful gathering of data and critical examination of it. In "Educators as Critical Thinkers", Suter explains that the beneficiaries of the research enterprise should be “the classroom to improve learning and retention” (2006, p. 5).
Inquiry in English Education: Participatory Assessment
The National Council of Teachers of English (NCTE) defines quality assessment as “a process of inquiry”:
"It requires gathering information and setting conditions so that the classroom, school, and community become centers of inquiry where students, teachers, and other stakeholders can examine their learning—individually and collaboratively—and find ways to improve their practice." (NCTE 2018, para. 1)
NCTE advocates for the involvement of students in assessment so that they can examine their own learning. In much the same way, teacher action research is really a form of assessment--it's a way to inform your practice to improve learning.
How to Get it Done
“It is you and I who make science.” (Rowbottom and Aiston, 2006, p. 154).
There's no better way to tackle a teacher action research project than to jump in! Here are ten tips to guide new teacher researchers as you begin the journey:
Start thinking critically about practical problems you encounter in your classroom. Take notes.
Ask narrow and specific questions.
Don't think too much about methods; rather, collect data “that can be seen, touched, measured, counted” (Bouma, 1996, p. 12) and that can help you answer your questions.
Think of the process in terms of steps in much the same way that you teach the writing process to students.
Read, read, and read some more about your topic. Also find a sample study to analyze and reference.
Be prepared to change course and follow new lines of inquiry that become most relevant during the process.
Think rhetorically about your teaching and research to focus in on your purpose and audience, which is first and foremost your students.
Involve students in the process in a way that works best for you and benefits them.
Reflect on the change that you will implement in your classroom as a result of your research.
Connect with your peers to share your learnings, and enjoy the benefits of engagement in the scholarship of your field!
Comments