TEXAS Adult & Family Literacy QUARTERLY

Professional Wisdom for Adult and Family Literacy

Experiences of a Teacher-Researcher

by Clarena Larrotta

Not so long ago I used to say that I was an experienced teacher and a novice researcher; now I consider myself a teacher-researcher. Similar to other teachers, during my undergraduate teacher preparation program, I was not taught to believe that I could do research in my classroom. Research was intimidating and a foreign concept. Before graduate school, nobody told me that by revising curriculum, improving my work environment, criticizing my practice, and implementing and testing theory in my classroom, I was doing research. Unfortunately, my experience, like many others, has been that “…neither the on-the-job socializing forces of schooling nor in-service education are committed to the cultivation of the teacher’s role as researcher” (Kincheloe, 2003, p. 37). The purpose of this essay is to share my learning experiences becoming a teacher-researcher and to encourage other practitioners to do research in their classrooms and to share their findings with others.

I prepare the lessons, and I go to class expecting to see what works well, to do it again, or to improve it if it does not work. We, teachers, know that the lesson plan looks great on paper, but when delivering it in the classroom, unexpected events come up, teachable moments arise, and we are compelled to make decisions on the spot. As teachers, we possess expert practical knowledge about our classrooms that nobody else does. Practical knowledge “encompasses all a teacher does in her setting… includes all that the teacher brings of herself to the moment of teaching - beliefs, attitudes, feelings, reflection, gestures, temperament, and personal history” (Wein, 1995, p. 12). This practical knowledge is of great value when attempting to do classroom-based research or when implementing theory in our classroom. Teachers need to become aware of the expertise they have of their own classroom. They need to establish the connection between the inquiry they do and the essence of doing research.

Conducting teaching-research in your classroom can be intimidating but so is teaching when you first start. It is necessary to learn how to keep calm and in control when things do not go as planned. Use your practical knowledge as a resource when you face a challenge. “…A teacher-researcher can react to unexpected events with immediate changes to the new practice…often his/her reaction must be immediate" (Loughran, 2002, p. 259), but teachers do this all the time. Experienced teachers plan for the unexpected; they know about the dynamic nature of the classroom (e.g., students’ motivation changes, technology fails, attendance is low, or they need to substitute for another instructor). Teacher-research focuses on problems identified by teachers, and it provides a means of enabling teachers to reflect on their own practice (Ellis, 1997). However, doing research goes beyond reflecting on one’s teaching practice. It is important to have a plan, collect data, analyze and report findings; it is a process.

Find a focus for doing research. What is your passion? What intrigues you? What problem or question do you see as important to resolve? Usually, when teachers investigate their practice, they want to implement some change, or they want to improve a particular aspect of their teaching. For example, in the intermediate ESL (English as a second language) class I was teaching at an adult literacy center in Central Texas, I realized that there was a lack of emphasis on the development of writing. In general, the writing the students did was short sentences and fill in the blank exercises. I wanted to provide them with the opportunity to experiment with the written language and to write for authentic communication. This was my motivation to implement dialogue journals (DJ). However, I did not have experience implementing DJ, and I realized that other ESL instructors could benefit if I documented this experience. I collected data, analyzed the students’ response to implementing the DJ, and then shared my findings by publishing them (See Larrotta, 2008).

Educators and researchers are constantly pointing out the need to establish the connection between theory and practice; this is precisely what teaching research is about. In teaching research, teachers use their practical knowledge about the setting, the community, the students’ learning needs, identities, and culture in order to make theory work. Finally, it is important to point out that effective teacher-researchers make time to read the research that has already been done in their area of interest, and they learn from other researchers’ experiences. Teaching research makes more sense when we consult our colleagues and share the results of our research efforts with them. Personally, I will continue conducting classroom-based research because teaching makes more sense that way. Reflecting on one’s teaching practice becomes an essential part of one’s daily routine as a teacher-researcher. Sharing your findings about the inquiries you pursue is equally important.

References

Ellis, R. (1997). SLA research and language teaching. Great Claredon Street, Oxford: Oxford University Press.

Kincheloe, J. L. (2003). Teachers as researchers: Qualitative inquiry as a path to empowerment. 2nd ed. London: Routledge-Falmer.

Larrotta, C. (2008). Written conversations with Hispanic adults developing English literacy. Adult Basic Education and Literacy Journal, 2(1), 13-23.

Loughran, J. (2002). Improving teacher education practice through self-study. London: Routledge-Falmer.

Wein, C.A. (1995). Developmentally appropriate practice in ‘Real Life’: Stories of teacher practical knowledge. New York: Teachers College Press.

About the Author

Clarena Larrotta is Assistant Professor at Texas State University-San Marcos in the Adult, Professional, and Community Education Ph.D. Program.