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Teacher Research: A Knowledge-Producing Profession?

Abstract

Teacher research has a long and proud history, stretching back to at least the 1970s, of supporting and valuing teachers as creators as well as consumers of knowledge about educational practice. In this chapter, we explore the shape and rationale of these historical ideals and the ‘architectures of practice’ that frame them, juxtaposed with the more instrumentalist notions of teacher research expressed in recent years by, among others, proponents of ‘evidence-based practice’. We argue for an opening of the discussion around evidence in education and what constitutes good evidence of practice, and a reclaiming of the notion of ‘evidence-based practice’ as a generative rather than reductive interpretation of educational practice, consistent with rather than antagonistic to the notion of praxis as morally informed action .

Keywords

  • Educational Research
  • Good Evidence
  • Professional Learning
  • Participatory Action Research
  • Teacher Professional Development

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Fig. 11.1

Notes

  1. 1.

    After Kemmis (2009), we argue that teacher research is a ‘meta practice’ in which it is a practice that shapes other practices (Kemmis and Grootenboer 2008).

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Correspondence to Nicole Mockler .

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Mockler, N., Groundwater-Smith, S. (2017). Teacher Research: A Knowledge-Producing Profession?. In: Grootenboer, P., Edwards-Groves, C., Choy, S. (eds) Practice Theory Perspectives on Pedagogy and Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-3130-4_11

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