2011 | 13 | 2 | 87-103
Article title

Teacher-Carried Research as a Tool for Teachers' Professional Growth

Title variants
Languages of publication
Inquiry among the schoolteachers' needs to be embedded, cultivated, sustained and nurtured as a tool for a better understanding of the processes in the education and for fostering teachers' ongoing professional growth. This study explores teachers' self-evaluation of their competency to conduct research and to incorporate it in the classroom. Both qualitative and quantitative research methods were employed to seek answers about teachers' engagement with research and to explore the factors of resistance for carrying out research in the classroom setting. This study also dwells upon some mechanisms that lead teachers to carry out research. The focus group interviews which were conducted reflect on the factors that encourage teachers to become more involved in the research and point to the advantages they perceive as emanating from the research. The qualitative part of inquiry reflects teachers' narrative ways of construction and reconstruction of their personal and professional knowledge. The authors discuss the processes that foster teachers to move from the fragmentary use of research strategies to the ability to live in the inquiry, practice new behaviours in the classroom, unlearn the old ones, reflect in action and stay open to a range of new initiatives.
Physical description
  • Daugavpils University, Latvia
  • Daugavpils University, Latvia
  • Daugavpils University, Latvia
  • Adams, W. M. (1990). Green development: Environment and sustainability in the third world. London: Routledge.
  • Allan, K., & Turner, J. H. (2000). A formalization of postmodern theory. Sociological Perspectives, 43, 363-385.[Crossref]
  • Biggs, J. (1999). Teaching for quality learning at university. Buckingham: SRHE & Open University Press.
  • Bonnett, M. (2002). Education for sustainability as a frame of mind. Environmental Research, 8(1), 9-20. DOI: 10.1080/11350462012019619.[WoS][Crossref]
  • Campbell, A., Freedman, E., Boulter, C., & Kirkwood, M. (2003). Issue and principles in educational research for teachers. South Well: British Educational Research Association.
  • Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London: Falmer Press.
  • Cochran-Smith, M. (2001). The outcomes question in teacher education. Teaching and Teacher Education International Journal of Scholarship and Studies, 17(5), 527-546.
  • Edwards, A. (2005). The sustainability revolution: Portrait of a paradigm shift. Gabriola Island, Canada: New Society Publishers.
  • Eisner, E. W. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.
  • Freire, P. (1993). Pedagogy of oppressed (30th anniversary edition). New York: Continuum.
  • Gerretson, H., Iliško, D., & Fortino, C. (2010). Sustaining self-regulated learning through inquiry - driven mathematics and science instruction. Discourse and Communication for Sustainable Education, 1(1), 3-17.
  • Grišāne, O. (2010). Sustainability in pupils' research activity by integrating opportunities of formal and non-formal education in secondary school. Discourse and Communication for Sustainable Education, 1(1), 39-50.
  • Hargreaves, A. (1994). Changing teachers, changing times: Teachers' work and culture in the postmodern age. Toronto: OISE Press.
  • Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Maidenhead: Open University Press.
  • Hatton, N., & Smith, D. (1994). Reflection in teacher education - towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49.
  • Hill, S. B., Wilson, S., & Wateson, K. (2003). Learning ecology - a new approach to learning and transforming ecological consciousness: Experiences from social ecology in Australia. In E. Sullivan & M. Taylor (Eds.), Transforming practices: Learning towards ecological consciousness (pp. 45-54). New York: Palgrave Press.
  • Huckle, J. (2003). Education for sustainable development: A briefing paper for the TTA. London: Teacher Training Agency.
  • Jacobs, G. C. (2008). The development of critical being? Reflection and reflectivity in an action learning programme on empowerment for health promotion practitioners in The Netherlands. Action Learning, 5(3), 221-235.
  • Jacobs, G., & Murray, M. (2010). Developing critical understanding by teaching action research to undergraduate psychology students. Educational Action Research, 18(3), 319-335.
  • Kemmis, S. (2009). Action research as a practice-based practice. Education Action Research, 17(3), 463-474.
  • Kemmis, S., & Smith, T. J. (2008). Enabling praxis: Challenges for education. Rotterdam: Sense.
  • Kincheloe, J. L. (1991). Teachers as researchers: Qualitative inquiry as a path to empowerment. Bristol: Falmer Press.
  • King, M. B. (2002). Professional development to promote school wide inquiry. Teaching and Teacher Education, 18, 243-257.
  • Loughran, J. (2003). In search of meaning in teaching about teaching: Self-study of teacher education practices. International Journal of Educational Policy, Research & Practice, 4(2), 3-37.
  • Mezirow, J. (2000). Learning to think like adult: Core concepts of transformation theory. In J. Mezirow and Associates (Eds.), Learning as transformation (pp. 3-34). San Francisco, CA: Jossey Bass.
  • Montuori, A. (2008). The joy of inquiry. Journal of Transformative Education, 6(1), 8-26.
  • Rubin, H., & Rubin, I. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage.
  • Pring, R. (2000). The ‘false dualism’ of educational research. Journal of Philosophy of Education, 34(2), 247-260.[Crossref]
  • Salīte, I. (2008). Educational action research for sustainability: Constructing a vision for the future in teacher education. Journal of Teacher Education for Sustainability, 10, 5-17.
  • Schon, D. A. (1983). The reflective practitioner. New York: Basic Books.
  • Schon, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
  • Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.
  • Stenhouse, L. (1981). What counts as research? British Journal of Educational Studies, 29, 103-114.[Crossref]
  • Sterling, S. (2004). Sustainable education. Re-visioning learning and change. UK: The Schumacher Society.
  • United Nations Conference on Environment and Development (UNCED). (1992). Agenda 21, Chapter 36 "Education, Awareness and Training". Paris: UNESCO.
  • UNESCO. (2001). Education for sustainable development. Retrieved from
  • UNESCO, & UNEVOC. (2004). Orienting technical and vocational education and training (VTET) for sustainable development: A discussion paper. Bonn: Authors.
  • UNESCO. (2005). United Nations decade of education for sustainable development international implementation scheme. Paris: UNESCO. Retrieved from
  • Wood, E., & Bennett, N. (2000). Changing theories, changing practice: Exploring early childhood teachers professional learning. Teaching and Teacher Education, 16(5/6), 635-647.
Document Type
Publication order reference
YADDA identifier
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.