What is a TEACHER RESEARCHER?

A teacher who raises questions through research about what they think
and observe in their teaching and their students learning (Mohr, 2014).

Purpose
Adds to knowledge
Assists teachers to determine what can be done to improve equality and
quality in education
Enables teachers to seek changes for improvement based on
information/results researched
Enables teachers to review, evaluate and improve educational needs

Reasons to undertake research

Assists teachers to improve/update current practices, procedures and
programs, to provide improved educational opportunities/outcomes
Enables comparisons between previous/current research
Opportunities to raise questions about teachers own goals and practices (Gray
& Campbell-Evans, 2002).
May identify issues of mutual concern and therefore opportunities for
collaboration to effect changes (Rodd, 2013).
Enables researches to formulate plans for action and opportunities to put them
into action.

Function
Investigates the quality of an educational system or resources
Enables re-investigation of already known information to improve/amend
current information

Research that has altered an approach to education

An early childhood centre in my local area has recently altered their
provision of care and education to children of families who do not engage in
paid employment.
Many parents not engaging in paid employment were placing their children
in the centre, to engage in social events. This resulted in working families
and their children missing out on such care and education, resorting to
private, individual care.
The centre conducted research into their service and education provision,
with questionnaires to current centre recipients, and working families. This
has resulted in the centre now offering childcare placements as a first
priority, to working families.
References
Gray, J. & Campbell-Evans, G. (2002). Beginning Teachers as TeacherResearchers. Australian Journal of Teacher Education. 27 (1). Retrieved
from
http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1311&context=ajte
Mohr, M. (2014). So, What is Teacher Research? Retrieved from
http://gse.gmu.edu/research/tr/tr-definition
Postlethwaite, T.N. (2005). Educational research: some basic concepts and
terminology. Retrieved from
http://www.unesco.org/iiep/PDF/TR_Mods/Qu_Mod1.pdf
Rodd, J. (2013). Leadership in Early Childhood: the pathway to professionalism. 4th
ed. Australia: Allen & Unwin.

Does teaching practice help student teachers believe that they will develop
into excellent teachers?
I interviewed another student at a local school, who is studying middle school
teaching and learning.
- Teaching practice helps student teachers gain a better understanding of how a
classroom really works as it is very different to what we learn in books. I dont
know that is develops excellent teachers. There are some teachers who probably
just shouldnt be teaching because of the way they talk about the kids in their
care. I think you can only be a good teacher, if you have the initial passion to
teach, that is based on the needs of each student-to bring out the best in them.
What situations have led to stress and anxiety in teaching practice?
-Not being well supported from mentors;
-different expectations from different mentors and staff;
-lack of time between family, work and teaching practice;
-not having relevant prior experience with classroom management and putting it
all into practice;
-not having access to resources;
-having different opinions regarding best teaching practices-what works and
what doesnt.
-Also, travelling distances each day to participate in teaching practices that arent
close to home. It is essential to be well organised before going to school each day
with resources, materials etc.
What strategies do students adopt to have a successful teaching practice?
-Ensuring other commitments can be put off as best as possible so time is
available to focus on teaching practice.
-Ensure a good support network around us so we can share our ideas and get
feedback.
-Be prepared in advance for lessons and be prepared to be changeable.
-Get lots of sleep!
What support are they receiving from their tutors, family, friends, people
at work? What has made them feel good, proud, committed to their studies?
-Student already works at a school and is lucky to have a supportive principal &
teachers are often supportive as well offering advice and tips.
-Supportive family and doesnt have any children of her own, so feels fortunate
and a sense of achievement throughout studies.
-Has one placement lecturer through the university, who is absolutely fantastic
and so supportive-if the student has issues, she rings the lecturer often, who
helps her out every time.
When you have finished assess how well the interview went in terms of the
factors identified in the attachment.
The interview went quite well, as I knew the student reasonable well. Even
though she is studying middle school, it was easy to conduct the interview, with
both of feeling comfortable with the questions and giving the answers. The
student was relaxed, as was I the questions were already predetermined and
because we were on a similar page it made it easier for me as the interviewer,
to understand what she saying.