Every Teacher a Leader by Barbara B. Levin & Lynne Schrum

Author:Barbara B. Levin & Lynne Schrum
Language: eng
Format: epub
Publisher: SAGE Publications
Published: 2016-05-18T06:49:07.623735+00:00

Action research has been defined as “systematic, intentional inquiry by teachers” (Lytle & Cochran-Smith, 1990, p. 83). Teacher action research yields knowledge that teacher leaders and other educators can gain about their professional practice by helping them understand and improve the nature and specifics of their practice. Teacher action research also helps teachers and teacher leaders develop a stronger voice when communicating about what they learn (Oberg & McCutcheon, 1987). Kemmis and McTaggert (1988) described action research as engaging in a cycle of questioning, planning, reflecting, acting, observing, reflecting, replanning, and often questioning further. This cyclical process sets teacher research apart from the regular problem solving that teachers do every day. We recommend teacher action research as a process for helping educators examine their practice critically and systematically. In Appendix B, we describe common steps for undertaking teacher action research that we hope teacher leaders will embrace. However, in the next few paragraphs we address why and how teacher action research increases the knowledge base for teacher leaders.

Baumann and Duffy-Hester (2001) emphasized teacher research as a metacognitive activity because “[i]t involves reflecting on one’s teaching and practice, inquiring about it, exploring it, and then taking action to improve or alter it” (p. 78). We see this and many other reasons for teacher leaders to conduct teacher action research in their classrooms and schools. Some of the benefits we hear from teacher leaders we have mentored through their teacher action research projects include the following quotes. The knowledge they gained about themselves as teachers and teacher leaders, and about their students and fellow teachers, is invaluable.

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