Qualitative Teacher Research and the Complexity of Classroom Contexts

This article discusses how the underlying assumptions and practices of teacher research position it as a distinct form of educational inquiry, and identifies qualitative methodology as a central influence on the work. A discussion of some of the common conceptualizations and processes of PK–12 teacher research, the complex yet continually changing educational knowledge it represents, validity and ethical issues, and its political nature, framed by accounts of teacher researchers who work with today's diverse student populations, illustrate how a qualitative stance reflects and informs this profoundly contextual form of pedagogical inquiry. Notes 1. Although differences exist in the influences and traditions of various branches of practitioner research—educational action research, participatory research, self-study, and teacher research among them—I concentrate here on the latter. I use teacher research to indicate research conducted by PK–12 school-based educators on their own practice, which is distinct from research conducted on teachers by others. Although thriving teacher research communities exist throughout the world, this work draws primarily from the literature on teacher research produced in the United States and Canada. 2. I use pedagogy in the broadest sense of the term: the artful science of teaching with its attendant philosophical, methodological, and political concerns

Educational research · Epistemology · Mathematics education · Pedagogy · Political science · Politics · Qualitative research · Social science · Sociology · Teacher education · Work (physics · Educator Training and Historical Pedagogy · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies

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