Teacher Research – Investigating
our Classes and Practices
BC TEAL 43rd Annual Conference
Simon Fraser University
Vancouve...
Agenda
• Research?
• Fundamentals for Conducting Research
• Benefits & Challenges of Conducting
Classroom Research
• Our r...
3
Labels for the research that
teachers do:
•
•
•
•
•
•
•

action research
practitioner research
collaborative inquiry
criti...
Essential characteristics of TR
• it is grounded in data which has been
systematically collected and analyzed for a clearl...
Doing Research
An Eight-Step Approach to
Designing/Conducting a Research Study

6
1. Develop research question
2. Review literature, and develop
appropriate research framework
3. Design research study (to...
TR- 3 examples

(Borg, 2010, p. 400)

8
Q. Why would/should
language teachers
engage in research?

9
Teacher Research – Positive outcomes
• improving student performance,
• revising practice based on new teaching and
learni...
Teacher research
• develops teachers’ capacity for autonomous
professional judgments (Lankshear
&Knobel, 2004);
• reduces ...
Language teacher research
(Borg, 2010)
• Globally
speaking,
language teacher
engagement in
research remains
limited.
• It ...
Barriers to TR (Borg, 2010)
• Non-collaborative school culture
• Limitations in teacher’s awareness, beliefs,
skills and k...
Our teacher-research
experiences

Karen/Eddy/Mike

14
Your teacher-research
experiences?

Participants

15
As long as the researcher:
1. formulates the
appropriate questions,
2. carries through with
the correct
procedures,
3. and...
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Teacher Research

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Teacher Research

  1. 1. Teacher Research – Investigating our Classes and Practices BC TEAL 43rd Annual Conference Simon Fraser University Vancouver May 7, 2011 Karen Densky, MA, Faculty Thompson Rivers University Kamloops, BC Eddy White, Ph.D. Instructor BC Institute of Technology Vancouver, BC Michael Burri, M.A. TESOL Program Coordinator BC Institute of Technology Vancouver, BC
  2. 2. Agenda • Research? • Fundamentals for Conducting Research • Benefits & Challenges of Conducting Classroom Research • Our research experiences • Your research experiences • Conclusion 2
  3. 3. 3
  4. 4. Labels for the research that teachers do: • • • • • • • action research practitioner research collaborative inquiry critical inquiry self-study teacher research academic research (part of Master’s or doctoral program) 4
  5. 5. Essential characteristics of TR • it is grounded in data which has been systematically collected and analyzed for a clearly defined purpose; • it is undertaken by teachers, though sometimes with the support of external critical friends; • it focuses on professional activity, usually in the workplace itself; • its purpose is to clarify aspects of that activity, with a view to bringing about beneficial change. (Carter & Halsall, 1998) 5
  6. 6. Doing Research An Eight-Step Approach to Designing/Conducting a Research Study 6
  7. 7. 1. Develop research question 2. Review literature, and develop appropriate research framework 3. Design research study (to answer your research question) 4. Select sample for conducting research 5. Collect data ‘Research is not research unless 6. Analyze data communicated.’ (Crookes, 1993) 7. Interpret results 8. Disseminate findings (articles/presentations) 7
  8. 8. TR- 3 examples (Borg, 2010, p. 400) 8
  9. 9. Q. Why would/should language teachers engage in research? 9
  10. 10. Teacher Research – Positive outcomes • improving student performance, • revising practice based on new teaching and learning knowledge, • dialoging more about instructional issues and student learning, • increasing teachers’ critical learning skills, • developing innovative approaches to instruction • analyzing results more objectively (Babkie & Provost, 2004) 10
  11. 11. Teacher research • develops teachers’ capacity for autonomous professional judgments (Lankshear &Knobel, 2004); • reduces teachers’ feelings of frustration and isolation (Roberts 1993); • allows teachers to become more reflective, critical, and analytical about their teaching behaviours in the classroom (Atay 2006); • makes teachers less vulnerable to and less dependent on external answers to the challenges they face (Donato 2003); 11
  12. 12. Language teacher research (Borg, 2010) • Globally speaking, language teacher engagement in research remains limited. • It is ‘a minority activity in our field’. 12
  13. 13. Barriers to TR (Borg, 2010) • Non-collaborative school culture • Limitations in teacher’s awareness, beliefs, skills and knowledge • Limited resources • Demotivators • Economic matters • Leadership attributes • Political issues 13
  14. 14. Our teacher-research experiences Karen/Eddy/Mike 14
  15. 15. Your teacher-research experiences? Participants 15
  16. 16. As long as the researcher: 1. formulates the appropriate questions, 2. carries through with the correct procedures, 3. and records the results accurately, it is possible for classroom teachers to develop and carry out research, and publish the findings. (Hacksaw, 2001) 16
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