Teacher‐researcher relationships in the study of teaching and teacher education
Bibliographic Data
| ID | 11258617 |
|---|---|
| Authors | Kathy Carter (University of Arizona, corresponding author), Walter Doyle (University of Arizona) |
| Year | 1995 |
| Volume | 70 |
| Issue | 2 |
| Pages | 162-174 |
| Publication date | 1995-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01619569509538829 |
| OpenAlex | W2063921902 |
| Language | EN |
| Citations received | 3 |
| References cited | 16 |
Over the past several years there has been a virtual explosion over the types of questions that are being asked about teaching and teacher education and, consequently, in the ways in which answers to these questions are sought. This shift, in turn, has decisively changed roles and relationships among teachers and researchers in both the conduct of inquiry and the structures for linking research and practice. Indeed, in an increasing number of instances, a distinction between researcher and teacher is irrelevant as teachers become researchers (see Cochran-Smith & Lytle, 1993). In this article, we examine the nature of this basic change in teacherresearcher relationships and explore some of the central issues raised by this development. In particular, we focus on issues related to (a) the equalization of participants' roles in the research process and (b) the control of how data are interpreted and used. To do this, we first trace briefly the character of the underlying shift that has taken place in the study of teaching and teacher education and enumerate some of the underlying themes that appear to be prompting this movement. Throughout, our concern is less with explicating that nature of competing approaches to inquiry than it is with understanding the effects of various approaches on teachers, researchers, and the ways in which these two communities interact
Mathematics education · Pedagogy · Sociology · Teacher education · Teaching method · Educator Training and Historical Pedagogy · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Interpretive Biography
Research on teacher's knowledge
Professional Growth Among Preservice and Beginning Teachers
Teacher Thinking
Professionalization in teaching and teacher education
Studying the teacher's life and work
Developing Rhythm in Teaching
The Place of Story in the Study of Teaching and Teacher Education
Prior Beliefs and Cognitive Change in Learning to Teach
Teacher Development Partnership Research
Stories of Experience and Narrative Inquiry
Challenging Prospective Teachers' Beliefs During Early Field Experience
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,15 |
| Citation span | 2006 - 2018 (13) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |