By Colin Lankshear, Michele Knobel
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Extra info for A Handbook for Teacher Research
On the contrary, Berthoff wants teachers to engage in theorized and reflective activity that is appropriate for addressing teacher questions and concerns in rigorous and expansive ways. This means drawing from discourses of research in ways that keep teacher concerns in the foreground, but not at the expense of robbing ‘research’ of its substance and integrity. Second, with respect to the other key difference between the charter concepts, we think the idea that teachers’ experience constitutes data has often been interpreted in ways that have generated poor quality data sets in teacher research.
When we have a coherent ‘set’ – where each component ‘fits’ with every other – we have a genuine research design. To understand and use the simple research design matrix to guide our research, it is useful to think in terms of a number of key questions we can put into each column. 1. These questions act as a guide to help us structure our research project coherently. To conduct our research rigorously we need to produce answers to each of these questions. Our research unfolds as we answer these questions, implement the tasks and follow the leads provided by our answers.
Good ways to get into viable ‘spaces’ for seeing and seizing worthwhile research opportunities include making connections between our various everyday resources of stimulation; for example, informed peers, professional reading, professional development policies and so on. There are at least three ‘moments’ that inform the development of research concerns (as distinct from mere information gathering). The initial ‘moment’ is that which enables us to see something as a possible seed for research.