As discussed in this week?s Learning Resources, teacher inquiry is a powerful vehicle for teachers. It can be used to untangle some of the complexity that occurs in the profession, raise teachers? voices in discussions of educational reform, and ultimately transform assumptions about the teaching profession itself. As you have learned, when teachers engage in an intentional study of their own classroom practice, it can have a profound influence on student learning and educational reform because teachers are more likely to facilitate changes in their teaching based on knowledge they discover on their own. Consider how this type of research compares to traditional models of educational research and how it can open doors for educational exploration. Begin by reflecting on this week?s Learning Resources, and in particular on the teacher testimonials from the media segment ?Dial-A-Researcher, Week 1?Introduction.?
With these thoughts in mind, consider how you might respond to the following questions. You will respond to the first two bulleted questions and choose at least one of the remaining questions for a response.
Required to respond:
?
? How does engagement in teacher inquiry differ from traditional models of educational research, and how does this difference compare with your initial interpretation of action research?
?
? What are some common assumptions the general public holds about teaching and learning that you would like to see challenged? How can your engagement in inquiry help to challenge these assumptions?
Choose at least one of the following to respond:
?
? How can/will engagement in inquiry/action research become a part of your current work as an educator?
?
? How do you currently involve traditional educational research in your work as an educator?
?
? What role does traditional educational research play in educational reform? And what role does teacher inquiry/action research play in educational reform?