Page 65 - EdViewptsSpring2018-web_Neat
P. 65
Teacher Research as Meaningful
Professional Development: Lessons
Learned from Research-Engaged
Teachers in Urban Schools
By Dante Petretti, Ed.D., Interim Principal, The School of STEM, Paterson, NJ
Researchers have identified thinking skills (Kraft, 2002), the endeavor. These perceived barriers
many important benefits development of a deeper, more are numerous and include, but are
reflective level of knowledge (Lyle,
not limited to, a lack of time, a lack of
that teachers and schools 2003; McBee, 2004), and increased resources, and resistance to change.
receive from conducting confidence (Kirkwood & Christie, However, there are some important
2006; Zeichner, 2003). Despite all
steps that administrators can take to
teacher research. Teacher the benefits of teacher research as get a teacher research program off
research, often times called action a professional development activity, the ground. These include identifying
research, has positive effects such many teachers and schools have the research-engaged teachers
as an increase in content and a difficult time of getting such a (RETs) who are already working in
pedagogical knowledge (Kirkwood program started. This is often due their schools and building a positive
& Christie, 2006; Rinaldo, 2005), to barriers that administrators and research culture.
the development of deeper critical teachers expect to encounter in the
Educational Viewpoints -63- Spring 2018
