This article discusses the lack of teacher knowledge and involvement when it comes to research on teaching. For example, the authors states that there has been little attention given to the roles that the teachers could play when it comes to researching schools. Therefore, in 1986 the “Handbook of Researching on Teaching” was written without a single teacher writing in it or sharing their experiences. The authors of this article continue to talk about the importance of teachers engaging in their own work in the classroom and inquiring/reflecting on their own practices. This is why it is so important for teachers to be implementing research practices within their own classroom so that they are able to reflect on their own work, while also enhancing the learning of their students.  As exemplified in the text, “Ironically, and indeed unfortunately, many school systems are slow to realize the potential link between research and enhanced student learning.” (9). Moreover, it is crucial for teachers to become more involved in the research process, as it will lead them to understand their students better, while also finding new and improved ways of teaching.

This article takes a stance on the difference between two kinds of educational research, the first, Research on Teaching, and the second, Teacher Research. When approaching the topic of Research on Teaching the authors write that the research is often conducted without the involvement of teachers. They write, “Underlying this research is a view of teaching as a primarily linear activity wherein teacher behaviors are considered ‘causes’ and student learning is regarded as “effects” (Educational Researcher 2). The alternative approach is Teacher Research, which is “systematic and intentional inquiry carried out by teachers” (Educational Researcher 3). Since this approach stems from educators themselves, it has greater potential to address significant issues in education (Educational Researcher 3). The debate between these two approaches arises when considering which form of research is best suited for the field of education. Cochran-Smith and Lytle write, “What is missing from the knowledge base for teaching, are the voices of the teachers themselves” (Educational Researcher 2). Therefore, Teacher Research allows more of an opportunity for adding value to the teaching community and academic community. The main limitation with Research on Teaching is it lacks the perspective of those who work in the classroom. While both of these approaches have led to significant research outcomes in the past; it is important that teacher research continues to occur and teachers get involved with conducting research as it can greatly impact the field. 

 

This article discusses the separation between teacher research and research done on teachers. Research done on teachers is about the successes that have had while teaching and how effective of a teacher they are based on observations in the classroom by another administrator. This is a positive aspect of teaching because without reflective feedback on a lesson, limited to no learning could be done. On the contrary, teacher research is “systematic, intentional inquiry by teachers, makes accessible some of the expertise of teachers and provides both university and school communities with unique perspectives on teaching and learning” (Cochran-Smith and Lytle, 1990). There is a strong need for teachers to be involved in teacher research because they are the ones teaching the lesson and collecting data on student progress—which is necessary for accurate research studies.

Throughout the article Cochran-Smith and Lytle talk about the 2 types of educational research which are Teacher Research and Research on Teaching. Based on the article,  Research on Teaching is “exploring effective teaching by correlating particular processes, or teacher behaviors, with particular products, usually defined as student achievement as measured by standardized”. Teacher Research is a “systematic and intentional inquiry carried out by teachers”. The difference being one is a test-based on process and product while teacher research stems from the teachers inquiries. 

The goal of teacher research is to gain insight and become reflective in the way teachers teach their students. The goal of Research on Teaching is looking at cause and effect (teacher being the cause and students being the effect). 

Teacher Research has the possibility to become more known and can improve the education world. Research within education should come from inside the classroom as well as from researchers. No one knows their students as much as their teachers, so getting the teacher’s point of view is vital to gather correct data.

Source: 

Cochran-Smith, Marilyn & Lytle, Susan L., Research on Teaching and Teacher Research: The Issues That Divide, Educational Researcher, Vol. 19, No. 2 (Mar., 1990), pp. 2-11.