A methodological framework for studying policy-oriented teacher inquiry in qualitative research contexts

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

System-based and collaborative teacher inquiry has unexplored potential that can impact educational policy in numerous ways. This impact can be increased when teacher inquiry builds momentum from classrooms and teaching practices and simultaneously addresses district, state, and national discourses and networks. In this conceptual paper, I encourage scholars and practitioners to consider ways to methodologically, theoretically, and collectively strengthen teacher research and inquiry to increase its impact on policy. I propose a methodological framework for policy-oriented teacher inquiry that highlights multilayered research approaches and collaborative inquiry. I situate my arguments and the proposed framework in the context of qualitative research and Marxs dialectic method.

Original languageEnglish (US)
Pages (from-to)764-782
Number of pages19
JournalTeachers and Teaching: Theory and Practice
Volume20
Issue number6
DOIs
StatePublished - Nov 2 2014
Externally publishedYes

Fingerprint

qualitative research
teacher
research approach
dialectics
educational policy
teaching practice
Qualitative Research
district
classroom
discourse

Keywords

  • methodology
  • qualitative research
  • teacher inquiry

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)

Cite this

@article{64e3b827e56f4b7d97ae92ff4ac2f11d,
title = "A methodological framework for studying policy-oriented teacher inquiry in qualitative research contexts",
abstract = "System-based and collaborative teacher inquiry has unexplored potential that can impact educational policy in numerous ways. This impact can be increased when teacher inquiry builds momentum from classrooms and teaching practices and simultaneously addresses district, state, and national discourses and networks. In this conceptual paper, I encourage scholars and practitioners to consider ways to methodologically, theoretically, and collectively strengthen teacher research and inquiry to increase its impact on policy. I propose a methodological framework for policy-oriented teacher inquiry that highlights multilayered research approaches and collaborative inquiry. I situate my arguments and the proposed framework in the context of qualitative research and Marxs dialectic method.",
keywords = "methodology, qualitative research, teacher inquiry",
author = "Mirka Koro-Ljungberg",
year = "2014",
month = "11",
day = "2",
doi = "10.1080/13540602.2014.885703",
language = "English (US)",
volume = "20",
pages = "764--782",
journal = "Teachers and Teaching: Theory and Practice",
issn = "1354-0602",
publisher = "Taylor and Francis Ltd.",
number = "6",

}

TY - JOUR

T1 - A methodological framework for studying policy-oriented teacher inquiry in qualitative research contexts

AU - Koro-Ljungberg, Mirka

PY - 2014/11/2

Y1 - 2014/11/2

N2 - System-based and collaborative teacher inquiry has unexplored potential that can impact educational policy in numerous ways. This impact can be increased when teacher inquiry builds momentum from classrooms and teaching practices and simultaneously addresses district, state, and national discourses and networks. In this conceptual paper, I encourage scholars and practitioners to consider ways to methodologically, theoretically, and collectively strengthen teacher research and inquiry to increase its impact on policy. I propose a methodological framework for policy-oriented teacher inquiry that highlights multilayered research approaches and collaborative inquiry. I situate my arguments and the proposed framework in the context of qualitative research and Marxs dialectic method.

AB - System-based and collaborative teacher inquiry has unexplored potential that can impact educational policy in numerous ways. This impact can be increased when teacher inquiry builds momentum from classrooms and teaching practices and simultaneously addresses district, state, and national discourses and networks. In this conceptual paper, I encourage scholars and practitioners to consider ways to methodologically, theoretically, and collectively strengthen teacher research and inquiry to increase its impact on policy. I propose a methodological framework for policy-oriented teacher inquiry that highlights multilayered research approaches and collaborative inquiry. I situate my arguments and the proposed framework in the context of qualitative research and Marxs dialectic method.

KW - methodology

KW - qualitative research

KW - teacher inquiry

UR - http://www.scopus.com/inward/record.url?scp=84908569030&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84908569030&partnerID=8YFLogxK

U2 - 10.1080/13540602.2014.885703

DO - 10.1080/13540602.2014.885703

M3 - Article

VL - 20

SP - 764

EP - 782

JO - Teachers and Teaching: Theory and Practice

JF - Teachers and Teaching: Theory and Practice

SN - 1354-0602

IS - 6

ER -