|Published online: May 30, 2017||$US5.00|
Well-educated and highly qualified teachers are necessary for student success at all grade levels. A characteristic of high-quality instruction is the use of inquiry models and empirically tested practices, also known as evidence-based practices, to design and implement classroom instruction. Teacher inquiry, when carried out in a deliberate and systematic manner, is similar in many ways to the process of research. Pre-service teachers can be taught to carefully select and effectively use evidence-based practices (EBPs), including teacher research, for the success of their students. This article describes an investigation conducted over seven semesters in multiple sections of a graduate-level course that was designed to help pre- as well as in-service teachers realize the benefits of EBPs and practitioner research for success in preK-12 settings. Data were gathered through surveys and focus groups. Findings are discussed in terms of educational research and practice paradigms.
|Keywords:||Evidence-based Practices, Teacher Research, Teacher Education|
Professor, School of Education, Nazareth College, Rochester, New York, USA