Abstract:
The emphasis on relationship between educational theory and practice, the practical paradigm shift in education research, and practice epistemology of education research, underscores the significant value of teachers as practitioner conducting educational research. In China, basic education teachers are encouraged to apply for research projects similar to education academics. This practice has been widely promoted and has become an important part of China's unique teacher research system. The "Teacher-Led Research Project" (TLRP) is a manifestation of "teacher research." This concept initially originated from policy and practice, and it is well-known among practitioners policymakers and scholars, but it lacks theoretical construction. This study aims to reflect on TLRP practice and construct a theoretical framework for the TLRP, elevate its academic discourse status, and promote deeper exploration in this field.
Through half-year field observations and interviews with 32 teachers in primary schools, problems in the practice of TLRP have been identified: (1) the ability of teachers to produce education knowledge is questioned, (2) the disconnection between TLRP and teachers' own practices raises doubts about its practical usefulness, and (3) the loose organization and management of TLRP raise concerns about the formation of research community. These issues reflect the lack of an "inquiry stance" from three aspects: knowledge, practice, and community. This study argues that "inquiry as stance" views TLRP (1)as a process of exploration based on teachers' own reflections and conscious actions; (2) as a concentrated manifestation of inquiry throughout the continuous duration of teachers' teaching career; (3) as a core stance in professional development activities.
This study, based on Cochran-Smith and Lytle's theory of practitioner research and qualitative data, explores the dimensions of knowledge practice and community, with nested sub-dimensions of subject, object, process (or method), and outcome under each dimension, to construct a theoretical framework for the ideal state of TLRP from the perspective of "inquiry as stance." The core focuses of this study are the "inquiry as stance" in TLRP and the uniqueness of teachers conducting research projects as practitioners compared to theorists. The study concludes that in TLRP, (1)teachers' primary role is as practitioner researchers who integrate theory and practice; (2)the core object is the educational practice imbued with knowledge; (3)the methodology is the symbiotic self-study of practice and research; and (4) the primary result pursued is the improvement of practice through the enhancement of teachers' educational wisdom.
Key words：Teacher-Led Research Project; Inquiry as stance; Practitioner research
Through half-year field observations and interviews with 32 teachers in primary schools, problems in the practice of TLRP have been identified: (1) the ability of teachers to produce education knowledge is questioned, (2) the disconnection between TLRP and teachers' own practices raises doubts about its practical usefulness, and (3) the loose organization and management of TLRP raise concerns about the formation of research community. These issues reflect the lack of an "inquiry stance" from three aspects: knowledge, practice, and community. This study argues that "inquiry as stance" views TLRP (1)as a process of exploration based on teachers' own reflections and conscious actions; (2) as a concentrated manifestation of inquiry throughout the continuous duration of teachers' teaching career; (3) as a core stance in professional development activities.
This study, based on Cochran-Smith and Lytle's theory of practitioner research and qualitative data, explores the dimensions of knowledge practice and community, with nested sub-dimensions of subject, object, process (or method), and outcome under each dimension, to construct a theoretical framework for the ideal state of TLRP from the perspective of "inquiry as stance." The core focuses of this study are the "inquiry as stance" in TLRP and the uniqueness of teachers conducting research projects as practitioners compared to theorists. The study concludes that in TLRP, (1)teachers' primary role is as practitioner researchers who integrate theory and practice; (2)the core object is the educational practice imbued with knowledge; (3)the methodology is the symbiotic self-study of practice and research; and (4) the primary result pursued is the improvement of practice through the enhancement of teachers' educational wisdom.
Key words：Teacher-Led Research Project; Inquiry as stance; Practitioner research