TITLE:
The Influence of the St. Edward’s Teacher as Researcher Initiative on Teacher Professional Learning
AUTHORS:
Jake Madden
KEYWORDS:
Teacher Quality, Professional Development, Action Research, Reflective Practices, Student Achievement
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.11 No.12,
December
18,
2023
ABSTRACT: Addressing
the perennial concern for teacher quality, this study responds to the evolving
landscape of educational priorities, with a primary focus on empowering
teachers to create dynamic learning environments. As the demand for enhanced
training programs intensifies, the significance of teacher professional
development becomes increasingly evident. This study explores the St. Edward’s
Teacher as Researcher Initiative, an Action Research Project at St. Edward’s
Primary School. Commencing with teachers sharing knowledge, it has evolved into
data analysis and interpretation dialogues, fostering a reflective approach to teaching practices. To establish a comprehensive understanding of the interplay between teacher professional development, teacher
quality, and student achievement, this study delves into the impact of teacher
action research. By illuminating the connection between reflective practices
and instructional effectiveness, the study contributes insights into best
practices for supporting teachers and enhancing instructional methods.
Practical data and facts are presented to elucidate the challenges faced by
teachers, emphasizing the need for continual adaptation to meet the dynamic
needs of students. Furthermore, the study reveals that teacher reflection, often considered
an individual endeavor, has broader implications for the entire teaching
profession. The outcomes underscore the transformative potential of initiatives
like the St. Edward’s Teacher as Researcher Initiative in positively
influencing teachers’ instructional approaches and, consequently, student
learning. This study concludes by proposing practical implications based on
research results, highlighting the promising role of reflective practices in
fostering a vibrant and dynamic learning environment for all students.