Beginning teachers as researchers: Developing knowledge for teaching through classroom inquiry

With national discourse focused on the need for improved teaching and teacher education, the diverse voices of classroom teachers, teacher educators, and professional organizations are calling for teachers to conduct teacher research. Teacher research is systematic inquiry for the primary purpose of helping the teacher researcher understand teaching and learning to improve classroom practice.;Valuing an insider view of classroom life supports a different theory of knowledge for teaching—one in which teachers are viewed as “knowers” with respect to teaching. This theory contrasts with the more traditional view of research and practice wherein university researchers convey findings and conclusions for teachers to use. A shift from teacher as recipient of knowledge to generator of knowledge requires a shift in teacher education. Teachers will need assistance to develop their skills as teacher researchers, skills which will allow teachers to construct knowledge about their classroom practice through inquiry.;This qualitative study of beginning teachers with 1 to 5 years of experience who learned to do teacher research as part of their preservice program found that these beginning teachers carried their learning about teacher research into their own classrooms. All 35 of the survey participants indicated they utilized at least three teacher research data collection strategies and confirmed that they used this data to construct knowledge about teaching. Survey results as well as in depth interviews with eight participants, including an examination of their teacher research, supported the development of a theory regarding how teacher research is part of these beginning teachers' practice and how they use the data they collect to construct knowledge about teaching—specifically in five categories of knowledge: knowledge of classroom structure, knowledge of self, knowledge of students, knowledge of curriculum and instruction, and knowledge of theory. This study also found that teacher research gives beginning teachers voice with respect to their own classrooms and has the potential to give them voice in the profession. This study offers insight to teachers, to those who work with teachers, and to policy makers regarding the role of teacher research in the development of teacher knowledge.