Teachers as researchers in a major research project: experience of input and output

C. Smith, A. Blake, K. Curwen, D. Dodds, L. Easton, James McNally, P. Swierczek, L. Walker

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Teachers have long participated in collaborative research. However, they have generally had direct stakes in the outcomes. Teachers in the Early Professional Learning (EPL) Project used their insider status to gather data not directly related to their own practice. Lessons for integrating a group of teacher-researchers into a major project are discussed. Some of these are practical, but also cover their unexpectedly experienced initial isolation within the project team, that has relevance for both forming and theorising communities of enquiry. An outline for a new concept of teacher-researcher begins to emerge that may influence the direction of educational research.
Original languageEnglish
Pages (from-to)959-965
Number of pages6
JournalTeaching and Teacher Education
Volume25
Issue number7
DOIs
Publication statusPublished - Oct 2009

Keywords

  • research partnership
  • teacher researcher
  • community of enquiry

Cite this

Smith, C., Blake, A., Curwen, K., Dodds, D., Easton, L., McNally, J., Swierczek, P., & Walker, L. (2009). Teachers as researchers in a major research project: experience of input and output. Teaching and Teacher Education, 25(7), 959-965. https://doi.org/10.1016/j.tate.2009.06.004