Teachers as Inquirers, Knowledge Generators—and Researchers?

• In Event: 14.044 - Roundtable Session 2
  In Roundtable Session: 14.044-14 - Lives of Teachers: Cognitive and Affective Features

Abstract

In this longitudinal study we followed 42 teachers, of whom 20 graduated in 2004 and 22 in 2007. Over this period, the teachers learned a great deal informally in areas such as teaching strategies, programming, assessment, integration, individualization, and classroom organization. This suggests that informal teacher learning, at least in the initial 8 years, is extensive and important; and given its solid grounding in relevant experience, we believe it can legitimately be viewed as inquiry, knowledge generation, and even research. Accordingly, instead of largely ignoring teacher inquiry, academic researchers should as far as possible work with teachers, together fine-tuning inquiry methods, documenting and building on teachers’ emerging insights and practices, and developing a shared body of ideas and theory.

Authors

• Clive M. Beck, OISE/University of Toronto

• Clare Kosnik, University of Toronto/OISE

• Tiffany MacKay, Peel District School Board

• Mira Gambhir, Branksome Hall

• Belinda Monique Longe, University of Toronto - OISE

• Monica Eileen McGlynn-Stewart, George Brown College

• Julie Middleton, OISE/University of Toronto

• Elizabeth Rosales, University of Toronto - OISE