This feature article discusses whether teacher professionalism can and should include research engagement as part of a broader conception of the teacher's role. The importance of teachers' awareness of research is considered, and an argument is put forward that more active forms of research engagement are likely to have better outcomes in terms of professional learning and skills. The various forms that teacher research could take are briefly discussed, and the establishment of a research centre at the author's school is presented as one possible model for increasing teachers' research engagement. Barriers to teacher research are also considered.
|Number of pages||6|
|Journal||Education in the North|
|Publication status||Published - 21 Dec 2016|
- teacher research
- teacher researchers
- practitioner enquiry
- professional learning