Memo 3 - Determine Teacher Researcher Methodology

Memo 3 - Determining Teacher Researcher Methodology

Before conducting teacher research, it is important to recognize the values that, not only support the research, but also dictate how the research will be led. When reflecting on my own teacher research, five values stand out. Teacher research is not a one box solution; however, it should be trustworthy, it should include student participation and student reflection, along with providing the researcher the opportunity to be reflective as well.

According to Baumann and Duffy (2011), “an examination of methodology in teacher research also reveals variation--themes that are manifest in diverse ways, and methods that evolve as the research question and setting dictate”, (Baumann & Duffy, 2001). Baumann and Duffy (2011) suggest that there is not one process or one solution to follow when conducting teacher research. Each situation, question, and process of the research is unique due to the nature of the where the research is being conducted and therefore teacher research and methodology should remain varied.

Even though teacher research should follow an “out of box” solution, it should still be trustworthy. For instance, “As a teacher-researcher, I realized that in order to be trustworthy I needed to carry out my research fairly and produce something that was closely aligned with the experiences of the study’s participants”, (Xerri, 2017). Xerri (2017), suggests that the process the researcher creates and follows should be reasonable and backed by observational data. Additionally, the product and conclusions of the research need to be supported by evidence and should honestly portray the experiences of the students.

To honestly portray the experiences of the students being researched, teacher research must include student participation. Steffe and Thompson (2000), state that, “In fact, the teaching experiment was designed for the purpose of eliminating the separation between the practice of research and the practice of teaching”, (Steffe &Thompson, 2000). Therefore, unlike other research there should be little to no divide between the participants and the researcher. For instance, “the researchers are participants in the students’ constructions and the students are active participants in the researcher’s constructions is precisely what recommends the teaching experiment methodology”, (Steffe &Thompson, 2000). Therefore, the only way to determine and later conclude what is going on with the students is to engage the students with the research and breakdown the barriers between researcher and participants.

Since students will be fully engaged with the teacher research, the research should provide the students an opportunity to reflect on their own thoughts and beliefs. Murphy (2016) suggests that, “one of the adult educator’s most important roles is to encourage individuation. Individuation moves the student toward increased autonomy and away from unquestioned socially constructed views and assumptions”, (Murphy, 2016). The value of individuation is crucial for research because without student reflection and self-understanding, students may not be able to fully engage with the research which could, in turn, affect the outcome and conclusion of the study.  

Students should not be the only ones reflecting during the research, in fact the researcher should be reflective as well. According to Hongisfeld, Connolly, & Kelly (2013) research should, “serves to create knowledge, to formulate principles of intervention and also to develop instruments for intervention and evaluation” (Honigsfeld, Connolly, & Kelly, 2013). To be a productive teacher researcher, one must be willing to create principles and interventions but then adapt and change those interventions and principles after evaluation and reflection. Also, a teacher researcher must be willing to repeat this process several times.