This paper focuses on identifying the impact and challenges classroom teachers face as they conduct practitioner research (PR). The study adopted a qualitative design. With the goal of improving students’ critical thinking (CT), nine teachers from four senior secondary schools teaching the subject Liberal Studies (LS) conducted PR through two inquiry cycles. Teachers’ participation in PR is deemed worthwhile as they adopted innovative teaching strategies, used evidence to reflect on student learning and their teaching, and re-examined their role as teachers despite the challenges and constraints in the school context. The study connects to the conference theme of investigating the relationship between the evidence-based study of PR and teacher professional development by considering teachers as knowledge producers. Copyright © 2019 AERA.
|Published - Apr 2019
|2019 Annual Meeting of American Educational Research Association: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence - Toronto, Canada
Duration: 05 Apr 2019 → 09 Apr 2019
|2019 Annual Meeting of American Educational Research Association: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence
|05/04/19 → 09/04/19