Whose Research Counts? Teacher Research and the Practitioner-Academic Divide

Autor/inn/en	Martell, Christopher C.; Carney, Mary M.; Marin, Katherine Ariemma; Hashimoto-Martell, Erin A.
Titel	Whose Research Counts? Teacher Research and the Practitioner-Academic Divide
Quelle	In: Teacher Educator, 56 (2021) 4, S.399-426 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martell, Christopher C.) ORCID (Carney, Mary M.) ORCID (Marin, Katherine Ariemma) ORCID (Hashimoto-Martell, Erin A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2021.1927274
Schlagwörter	Teacher Researchers; Elementary Secondary Education; Preschool Education; Higher Education; Instruction; Intellectual Disciplines; Knowledge Base for Teaching; Inquiry; Literacy; Language Arts; Social Studies; Science Education; Mathematics Education; Knowledge Level + Suchen Sie Ihr Suchwort? Lehrerforschung; Pre-school education; Vorschulerziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching process; Unterrichtsprozess; Geisteswissenschaften; Teaching theory; Theory of teaching; Unterrichtstheorie; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachkultur; Gemeinschaftskunde; Naturwissenschaftliche Bildung; Mathematische Bildung; Wissensbasis
Abstract	Scholars have theorized about the growing movement of teacher research, where school-based practitioners engage in systematic examinations of their own work. They have argued that teacher research challenges relationships of knowledge and practice, as teacher-researchers are likely to ask different questions and offer different perspectives compared to university-based researchers. Synthesizing teacher research studies published in peer-reviewed journals across the content areas of mathematics, science, social studies, and literacy/language arts, this review compares the questions asked and the results reported on content area studies done by PreK-12 teacher- and university-based researchers. This review provides a critical examination of our understanding of classroom instruction and student learning, revealing the important potential of practitioner research to inform educational change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01