Teacher Research Begins in Teacher Preparation

Abstract Teacher research very different from traditional social science research on teaching. Every teacher has the opportunity conduct teacher research; however most do not. If there be a new generation of teacher-researchers, preparation must begin in teacher education programs such as the Master of Science in Teaching program at Rowan University. Introduction In faculty rooms, at meetings, in conferences, at koffee klatches, teachers talk about teaching. Instinctively they know that these discussions will help them understand the impact of what they are doing on student learning. Sometimes the conversations reveal frustration; sometimes they reveal success; sometimes they reveal panic. Teachers also talk about articles or books they have read, but it more likely that their conversations are about students and lessons. These conversations are the germination of research questions. Each time teachers verbalize their questions and explore ways solve problems, they are taking the first steps towards becoming researchers. What happens as they raise questions and propose solutions the beginning of research conducted in the classroom by practicing teachers and designed make them better teachers, not create changes in the entire profession. It about creating an environment in individual classrooms where the quality of learning enhanced. While the individual teacher's research may be generalizable, it not necessary that it should be. Most teachers do not envision themselves involved in research. Teachers are so engaged in that they have little time for praxis (McNiff, Lomax, & Whitehead, 1996). Praxis, according McNiff et al., is informed, committed that gives rise knowledge rather than just successful action (p. 8). This what researchers are committed doing. Developing teachers who will see themselves as researchers begins during the teacher preparation program. Action research described In the first half of the twentieth century, educational philosophers were describing the kinds of questioning and problem-solving teachers do. Dewey's Progressivist ideas of the 1930s suggested that teachers should be reflective about what happening in their classrooms (Tomal, 2003). wanted teachers take what they saw and use that knowledge structure learning experiences. He urged educators be both consumers and producers of knowledge about teaching--both teachers and students of classroom life (Cochran-Smith & Lytle, 1993, p. 9). Lewin's focus on collaboration, group inquiry identify problems and propose solutions, became a foundation for research in the business field in the 1970s and 1980s but did not gain popularity in education until the 1980s (Tomal, 2003). Action research a process, and Lewin identifies six stages in his research model: Problem Statement, Data Collection, Analysis and Feedback, Action Planning, Taking Action (Implementation), Evaluation and Follow-up. (Tomal, 2003, p. 11) Poetter et al. (1997) want teacher candidates have an awareness of the role of research. Interns must bridge the gaps between theory and and provide a new way for viewing the necessary marriage between study and practice (p. 7). The hope that candidates will see inquiry into what is, and not, working as an integral part of learning be a teacher. They must be willing to ask questions,... observe, reflect and write (Poetter, 1997, p. 11) about their own learning. Creating situations where candidates explore their teaching and their students' learning will ensure that they take the first steps towards doing teacher research. Teacher research and research on teaching are not the same. Teacher research, according Cochran-Smith and Lytle (1993), has different qualities from research on teaching with regard ownership, supportive structures, research questions, generalizability, theoretical frameworks, and documentation and analysis (pp. …