What does it mean to be a Ôteacher researcherÕ? This book explores this question by showcasing examples of what teachers are doing when they act as a teacher researcher.
While classroom teachers have always collected information and read to improve their teaching knowledge the concept of Ôteacher as researcherÕ, in the traditional researcher sense, is a relatively new concept in schools and classrooms. This book showcases how teachers from across the globe are contributing to the field of educational knowledge by acting as a Ôteacher researcherÕ.
The central premise of this book is that when teachers act as a teacher researcher they engage in a powerful professional development strategy: one that increases their individual and collective teaching capacities, which in turn, engages them in school reforms and innovations which enable teachers to deal with short and long term educational challenges.