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Abstract

This article provides a brief synthesis of research findings from studies of teacher education programs that include attention to teacher research. It then details findings from a study of beginning teachers who learned about and conducted teacher research in their preservice M.A.T. program. Surveys and follow-up interviews show that these beginning teachers (2-6 years in the field) utilize a variety of research strategies, and the data from their classroom inquiry informs and sustains their work. Teacher research is more than just a requirement of their teacher preparation program; it is an essential habit of their classroom practice.

DOI

10.15760/nwjte.2012.9.2.2

Persistent Identifier

http://archives.pdx.edu/ds/psu/25305

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