Teacher Research – Investigating our Classes and Practices

BC TEAL 43rd Annual ConferenceSimon Fraser University

Vancouver May 7, 2011

Michael Burri, M.A. TESOLProgram CoordinatorBC Institute of TechnologyVancouver, BC

Karen Densky, MA,FacultyThompson Rivers UniversityKamloops, BC

Eddy White, Ph.D.InstructorBC Institute of TechnologyVancouver, BC

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Agenda• Research?• Fundamentals for Conducting Research• Benefits & Challenges of Conducting

Classroom Research• Our research experiences• Your research experiences• Conclusion

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Labels for the research that teachers do:

• action research• practitioner research• collaborative inquiry• critical inquiry• self-study• teacher research• academic research (part of

Master’s or doctoral program)

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Essential characteristics of TR

• it is grounded in data which has been systematically collected and analyzed for a clearly defined purpose;

• it is undertaken by teachers, though sometimes with the support of external critical friends;

• it focuses on professional activity, usually in the workplace itself;

• its purpose is to clarify aspects of that activity, with a view to bringing about beneficial change.

(Carter & Halsall, 1998)

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Doing ResearchAn Eight-Step Approach to

Designing/Conducting a Research Study

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1. Develop research question2. Review literature, and develop appropriate

research framework3. Design research study (to answer your

research question)4. Select sample for conducting research5. Collect data6. Analyze data7. Interpret results8. Disseminate findings

(articles/presentations)

‘Research is not research unless communicated.’ (Crookes, 1993)

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TR- 3 examples

(Borg, 2010, p. 400)

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Q. Why would/should language teachers

engage in research?

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Teacher Research – Positive outcomes

• improving student performance,• revising practice based on new teaching and

learning knowledge,• dialoging more about instructional issues and

student learning,• increasing teachers’ critical learning skills,• developing innovative approaches to instruction• analyzing results more objectively

(Babkie & Provost, 2004)

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Teacher research• develops teachers’ capacity for autonomous

professional judgments (Lankshear &Knobel, 2004);• reduces teachers’ feelings of frustration and isolation

(Roberts 1993);• allows teachers to become more reflective, critical,

and analytical about their teaching behaviours in the classroom (Atay 2006);

• makes teachers less vulnerable to and less dependent on external answers to the challenges they face (Donato 2003);

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Language teacher research(Borg, 2010)

• Globally speaking, language teacher engagement in research remains limited.

• It is ‘a minority activity in our field’.

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Barriers to TR (Borg, 2010)

• Non-collaborative school culture• Limitations in teacher’s awareness, beliefs,

skills and knowledge• Limited resources• Demotivators• Economic matters• Leadership attributes• Political issues

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Our teacher-research experiences

Karen/Eddy/Mike

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Your teacher-research experiences?

Participants

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As long as the researcher:1. formulates the

appropriate questions,2. carries through with

the correct procedures,3. and records the results

accurately,it is possible for classroom

teachers to develop and carry out research, and publish the findings.

(Hacksaw, 2001)