Faculty instructors of a master’s level teacher research course share findings from a study on the impact of teacher researcher on classroom practice and teacher autonomy. Authors describe the M.Ed. program and research capstone course where graduate students (practicing teachers) complete a semester-long research project. They share their qualitative inquiry examining the impact of teacher research on participants who completed teacher research 2010-2018. Findings derived from surveys and interviews suggest that teachers (a) adapt their instructional practices and their thinking about learners’ needs and (b) develop confidence and a greater sense of autonomy following a semester-long research experience. Authors suggest implications for teachers, administrators, and the field of teacher research.
Recommended CitationDiLucchio, Connie and Leaman, Heather. (2022). The Impact of Teacher Research on Classroom Practice and Teacher Autonomy. i.e.: inquiry in education: Vol. 14: Iss. 2, Article 3.
Retrieved from: https://digitalcommons.nl.edu/ie/vol14/iss2/3