Designing the Classroom Curriculum
Chapter 10 : Teacher as Researcher : Using Assessment Data to Inform Practice
In chapters to this point we have examined the concepts of assessment and reporting and located each in the context of the teacher ’ s classroom curriculum through the theory and practice of learning management . At the heart of such discussions has been the premise of collecting and analysing learning ‘ data ’ or ‘ evidence ’, making correlate teaching judgments and decisions and reporting learning outcomes --- colloquially known as classroom assessment and reporting . Fairly ‘ standard stuff ’ in the milieu of classroom teaching , but insufficient on its own if the teacher aims to improve their teaching performance and in turn enhance the learning outcomes of all students . On another plane , it is also insufficient if the goal is for teachers to increase their professional status and their overall capacities in a fast evolving knowledge-based world .
As the classroom curriculum proceeds and at certain assessment junctures the teacher may have cause to ask : “ Why did students not make the required learning gains ?” In simple terms a process of diagnostics is required . The concept is concerned with an examination of the teaching system and the clinical system of learning , to identify barriers to learning and in turn , to enact remedial strategies . The emphasis is upon deciding and implementing the most appropriate remedial teaching strategy for that classroom ( group of students ). The scope of the Learning Diagnostics knowledge base is limited however by the available quantum of knowledge about effective teaching and learning and the symptoms of specific learning failure . The challenge is to ensure this knowledge base is expansive yet specific , and useful enough to deal with all emergent school , classroom and teaching specific issues . An approach is required to enable the teaching profession to grow in overall professional knowledge . This involved process is known as “ research ” and the “ teacher as researcher ” is one such strategy . Evidence-based practices have their genesis in research .
With these points in mind , this chapter examines what is meant by the concept of “ teacher as researcher ”. In examining this concept we aim to highlight the role that various sources of learning and teaching based ‘ data ’ can play in enabling the teacher to improve their teaching capacities and the learning outcomes of their students and the contribution it has on the overall growth and development of the teaching profession . More specifically , the chapter suggests that teachers can improve their pedagogical work and their professional standing and capacities in society by pursing and engaging in research-based agendas . This is a significant departure from the traditional view that most teachers have of research where they are consumers rather than producers of research . Our central argument is that having a portfolio of research-based skills is essential for professional activity and growth in a Knowledge Economy . In the chapter which follows we examine in practical detail the analysis of data in classrooms .
In achieving these broad goals the chapter defines research , examines what it means to be a teacher researcher and provides insight into how teachers can use various research findings to enhance teaching and learning in their classrooms . The chapter concludes with a case study of sorts where the inherent idea of teacher as researcher is examined . We turn first to a definition of research .
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