Teacher research as professional development for P–12 educators in the USA [1]
Bibliographic Data
| ID | 23353092 |
|---|---|
| Authors | Kenneth M Zeichner (0000-0003-0412-5575, University of Wisconsin–Madison, corresponding author) |
| Year | 2003 |
| Volume | 11 |
| Issue | 2 |
| Pages | 301-326 |
| Publication date | 2003-06-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650790300200211 |
| OpenAlex | W2001738304 |
| Language | EN |
| Citations received | 59 |
| References cited | 12 |
This article reviews selected research related to the professional development impact of school-based teacher research programs for P-12 educators in the USA. Following the presentation of a framework that describes the dimensions of variation in P-12 teacher research in the USA, the article examines the results of several studies of school-based teacher research programs and identifies several conditions under which school-based teacher research becomes a transformative professional development activity for teachers.
Action research · Educational research · Faculty Development · Mathematics education · Medical education · Pedagogy · Presentation (obstetrics) · Professional development · Sociology · Teacher education · Teacher induction · Transformative learning · Collaborative Teaching and Inclusion · Educator Training and Historical Pedagogy · Medicine · Psychology · Teacher Education and Leadership Studies
Critical reflection as a framework for transformative learning in teacher education
Action research for educational reform
Teacher Inquiry and English Learners
Teacher as Researcher, Teacher as Scholar, and Teacher as Leader
Are networking opportunities and professional learning communities the game-changers for teacher capacity building
Factors that support teachers as educational professionals doing doctoral studies
The application of distributed leadership in middle school classroom
Using Web Video Conferencing to Conduct a Program as a Proposed Model toward Teacher Leadership and Academic Vitality in the Philippines
Introducing the PrimeD Framework
Building Mathematics Learning through Inquiry Using Student-Generated Data
Early childhood teacher research and social-emotional learning
Time matters
Building the comprehensive educator research program
The ‘Teacher Research Group’ as a collaborative model of professional learning
Enhancing teacher education through action research
Connecting inquiry and Universal Design for Learning (UDL) to teacher candidates’ emerging practice
Teacher practitioner enquiry
Source, respondent, or partner? Involvement of secondary school students in participatory action research
University-school partnership in education as a context for teacher professional development
Professional Learning in Physical Education
Implementing practitioner research as a teacher professional development strategy in an Asia-Pacific context
A dialogical self approach to the conceptualisation of teacher-inquirer identity
Using Action Research to Support Educators’ Development of Adaptive Expertise with Culturally Responsive Education
Knowledge exchange, intergroup relations and ‘sharing space’
Research on Continuous Improvement
Subjectivities and the future of comparative and international education
Second language teachers’ reasons for doing/not doing action research in their classrooms
Critiquing teacher professional development
Everyday understandings of peace and non‐peace
Education researchers who teach in schools
Investigating the use of Appreciative Inquiry as a process for coach development within a National Governing Body talent development programme
Addressing public speaking anxiety
Centering teacher and parent voice to realize culturally relevant computational thinking in early childhood
Becoming teacher-researchers through action research
How context shapes practitioner research and professional learning in schools in Singapore and NSW
Collaborative Evaluation Research
Politics and action research
Critical issues in supporting self-study
Student teachers’ collaborative research
Embodied knowing
The involvement in inquiry-based working of teachers of research-intensive versus practically oriented teacher education programmes
How pre-service teachers change their view of forms of inquiry after participating in an inquiry-based practicum
It's important, but I'm not going to keep doing it!”
Developing a pedagogy for teaching self-study research
Educator perceptions of district-mandated Edcamp unconferences
A researcher-facilitator's reflection
Fostering teachers' professional development for citizenship education
Aspects of school–university research networks that play a role in developing, sharing and using knowledge based on teacher research
Critical discourse analysis of preservice elementary teachers’ literacy pasts
Language teacher research engagement
Teacher‐composed cases of practice as and for dissemination, reflection and data
Voices Without Words
Chinese College English Teachers' Research Engagement
Toward a Professional Development Model for Writing as a Digital, Participatory Process
Teachers’ Experiences of Transformational Professional Learning Through Master’s Level Study
Uma análise crítica sobre a "reflexão" como conceito estruturante na formação docente
Improving Teaching and Teachers
Janusz Korczak
This Issue
The Action Research Planner
Policies That Support Professional Development in an Era of Reform
Teachers’ Professional Development in a Climate of Educational Reform
Chapter 6
Professional, Personal, and Political Dimensions of Action Research
Revisiting Voice
Problem Solving as a Basis for Reform in Curriculum and Instruction
| Citations per year | 2.81 |
|---|---|
| Citation span | 2005 - 2026 (22) |
| Highly cited | No |