Teachers as researchers : a ‘fair dinkum’ learning legacy

Comber, Barbara (2013) Teachers as researchers : a ‘fair dinkum’ learning legacy. English in Australia, 48(3), pp. 54-61.

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As we encounter a policy landscape where increasingly the education lexicon includes keywords such as data, evidence, quality, standards, it is interesting to revisit Garth Boomer's contribution regarding teachers as researchers. As an early-career classroom teacher in the mid-1970s, I was inspired by Boomer's provocation to engage with research as a practitioner seeking evidence of learning (or not learning). Since that time, convinced of the power of teacher research in enhancing both student and teacher learning, I have devoted a good deal of my academic life to finding ways of supporting teachers to engage in research - from finding funds to facilitate teacher-researcher networks, through designing research projects with teacher-researchers as key collaborators, to embedding practitioner inquiry in university courses wherever possible pre- and in-service.

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ID Code: 65709
Item Type: Journal Article
Refereed: Yes
Additional URLs:
ISSN: 0155-2147
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Divisions: Current > Research Centres > Children & Youth Research Centre
Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 07 Jan 2014 02:38
Last Modified: 06 Sep 2016 05:11

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