ABSTRACT
Teachers engage with other people’s research; they also do their own research. The logic of Teacher Research is similar to the reflective, ‘plan-act-observe-evaluate’ cycle, discussed previously, with the difference that Teacher Research occurs over a reasonably long time and involves an attempt to be rigorous through the purposeful collection and analysis of data, collaboration with colleagues, and a willingness to share the results of the research with others. Teacher Research is quite time-consuming and it is most worthwhile when it focuses on something significant – these deeper, underlying issues. Because of the active and busy nature of classroom teaching, most teachers are great problem-solvers. This has both positive and negative aspects; the positive aspect is that they are good at spotting problems and solving them quickly; the negative aspect is that they tend to spot problems and solve them quickly.
