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Research on Teaching and Teacher Research: The Issues That Divide
Marilyn Cochran-Smith, Assistant Professor of Education in the Graduate School of Education
University of Pennsylvania, Philadelphia
Susan L. Lytle, Assistant Professor of Education in the Graduate School of Education
University of Pennsylvania, Philadelphia
Neither interpretive nor process-product classroom research has foregrounded the teacher's role in the generation of knowledge about teaching. What is missing from the knowledge base for teaching, therefore, are the voices of the teachers themselves, the questions teachers ask, the ways teachers use writing and intentional talk in their work lives, and the interpretive frames teachers use to understand and improve their own classroom practices. Limiting the official knowledge base for teaching to what academics have chosen to study and write about has contributed to a number of problems, including discontinuity between what is taught in universities and what is taught in classrooms, teachers' ambivalence about the claims of academic research, and a general lack of information about classroom life from a truly emic perspective. This article proposes that teacher research has the potential to provide this perspective; however, several critical issues divide teacher research from research on teaching and make it difficult for the university-based community to acknowledge its potential. The article also proposes that in order to encourage teacher research, the educational community will need to address incentives for teachers, the creation and maintenance of supportive networks, the reform of organizational patterns in schools, and the hierarchical power relationships that characterize much of schooling.
Educational Researcher, Vol. 19, No. 2,
2-11 (1990)
DOI: 10.3102/0013189X019002002
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F. K. Oser
Chapter 2: Moral Perspectives on Teaching
Review of Research in Education,
January 1, 1994;
20(1):
57 - 127.
[PDF]
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P. A. Alexander, J. M. Kulikowich, and T. L. Jetton
The Role of Subject-Matter Knowledge and Interest in the Processing of Linear and Nonlinear Texts
Review of Educational Research,
January 1, 1994;
64(2):
201 - 252.
[Abstract]
[PDF]
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G. B. Semb and J. A. Ellis
Knowledge Taught in School: What Is Remembered?
Review of Educational Research,
January 1, 1994;
64(2):
253 - 286.
[Abstract]
[PDF]
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V. Nolet and G. Tindal
Instruction and Learning in Middle School Science Classes: Implications for Students with Disabilities
Journal of Special Education,
January 1, 1994;
28(2):
166 - 187.
[Abstract]
[PDF]
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D. L. Ferguson
Something a Little Out of the Ordinary: Reflections on Becoming an Interpretivist Researcher in Special Education
Remedial and Special Education,
July 1, 1993;
14(4):
35 - 43.
[Abstract]
[PDF]
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J. Wagner
Ignorance in Educational Research Or, How Can You Not Know That?
Educational Researcher,
June 1, 1993;
22(5):
15 - 23.
[Abstract]
[PDF]
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M. M. Warner
Objectivity and Emancipation in Learning Disabilities: Holism From the Perspective of Critical Realism
J Learn Disabil,
May 1, 1993;
26(5):
311 - 325.
[Abstract]
[PDF]
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K. CARTER
The Place of Story in the Study of Teaching and Teacher Education
Educational Researcher,
January 1, 1993;
22(1):
5 - 18.
[PDF]
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V. Nolet and G. Tindal
Special Education in Content Area Classes: Development of a Model and Practical Procedures
Remedial and Special Education,
January 1, 1993;
14(1):
36 - 48.
[Abstract]
[PDF]
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S. R. Schecter and S. Parkhurst
Ideological Divergences in a Teacher-Research Group
American Educational Research Journal,
January 1, 1993;
30(4):
771 - 798.
[Abstract]
[PDF]
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G. Nuthall and A. Alton-Lee
Predicting Learning From Student Experience of Teaching: A Theory of Student Knowledge Construction in Classrooms
American Educational Research Journal,
January 1, 1993;
30(4):
799 - 840.
[Abstract]
[PDF]
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B. Bowman
Chapter 3: Early Childhood Education
Review of Research in Education,
January 1, 1993;
19(1):
101 - 134.
[PDF]
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S. E. Berryman
Chapter 8: Learning for the Workplace
Review of Research in Education,
January 1, 1993;
19(1):
343 - 401.
[PDF]
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A. Lieberman
The Meaning of Scholarly Activity and the Building of Community
Educational Researcher,
August 1, 1992;
21(6):
5 - 12.
[PDF]
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J. McDonnell and R. Kiefer-O'Donnell
Educational Reform and Students With Severe Disabilities
Journal of Disability Policy Studies,
July 1, 1992;
3(2):
53 - 74.
[Abstract]
[PDF]
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