ABSTRACT

With a focus on the US, I briefly review the literature to examine current trends, and outline a typology of what is meant by educational research for teaching by, with and for teachers, followed by a discussion of why it is important for educators to engage in and commit to such research. The key question in this article is what kinds of research are helpful for program improvement and for high-quality teaching and learning? A follow-up question is where should teachers learn to do such research and what would it mean to be a proficient teacher-researcher? These questions lead to an exploration of the role of teacher educators in helping teachers learn diverse epistemologies, theoretical perspectives, and methodologies to engage in researching the complexity involved in enriching and improving teacher education, teaching and learning.

摘要

我主要针对美国，我简要回顾了文献以考察当前的趋势，并概述了教育研究对于教与学，教与教的意义的类型，然后讨论了为什么教育者参与至关重要从事并致力于此类研究。本文的关键问题是，什么样的研究对程序改进和高质量的教与学有帮助？后续问题是，教师应该在哪里学习进行这种研究，成为一名熟练的教师研究者意味着什么？这些问题导致对教师教育者的作用进行了探索，以帮助教师学习各种认识论，理论观点和方法论，以研究丰富和改善教师教育，教学和学习所涉及的复杂性。