ABSTRACT
In Chapter 1, we stated that research is a form of inquiry that relies upon evidence, or data. In this chapter, we will discuss teacher research as practice-focused inquiry. Teacher research is practice focused in that it addresses real problems in real classrooms. Inquiry is the basis of teacher research. However, teacher research is a distinct and non–scientifically based form of inquiry conducted by teachers, individually or collaboratively, to gain insights into their teaching practice and children’s learning. In this chapter, we address some underlying assumptions associated with teacher research and how it redefines what it means to be a teacher. As a form of research, we will focus on the types of data generated by teachers, considering them within the framework of qualitative and quantitative approaches. After a brief discussion of the historical roots of teacher research, we discuss the processes that teachers go through when they do research, followed by a discussion of the value of teacher research as a potential means of improving professional practice and contributing to the knowledge base in education. We end the chapter by discussing some of the formats and publication outlets in which teachers and teacher educators have shared the results of their teacher research.
