Connecting teachers with practitioner research: Impact and challenges for classroom teachers

May Hung May CHENG, Dongyu Dora LI

Research output: Other contribution

Abstract

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.
Original languageEnglish
Publication statusPublished - Apr 2019

Citation

Cheng, M. H., & Li, D. D. Y. (2019, April). Connecting teachers with practitioner research: Impact and challenges for classroom teachers. Poster presented at the 2019 American Educational Research Association (AERA) Annual Meeting: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence, Metro Toronto Convention Centre, Toronto, Canada.

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