This document summarizes a presentation on teacher research given at the BC TEAL 43rd Annual Conference. The presentation discussed the fundamentals and benefits of conducting classroom research, provided examples of teacher research, and addressed barriers and motivations. It defined teacher research as being grounded in systematically collected and analyzed data focused on improving professional practice. Presenters Karen Densky, Eddy White, and Michael Burri outlined an eight-step process for conducting research and discussed their own experiences with teacher research. They encouraged participants to share their experiences as well.

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. Agenda
• Research?
• Fundamentals for Conducting Research
• Benefits & Challenges of Conducting
Classroom Research
• Our research experiences
• Your research experiences
• Conclusion
2

3. 3

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. 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. Doing Research
An Eight-Step Approach to
Designing/Conducting a Research Study
6

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. TR- 3 examples
(Borg, 2010, p. 400)
8

9. Q. Why would/should
language teachers
engage in research?
9

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. 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. Language teacher research
(Borg, 2010)
• Globally
speaking,
language teacher
engagement in
research remains
limited.
• It is ‘a minority
activity in our
field’.
12

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. Our teacher-research
experiences
Karen/Eddy/Mike
14

15. Your teacher-research
experiences?
Participants
15

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