Kretschmer Robert E, Wang Ye, Hartman Maria C
Department of Health and Behavior Studies, Teachers College, Columbia University, New York, USA.
Am Ann Deaf. 2010;155(2):144-9. doi: 10.1353/aad.2010.0005.
It is suggested that articles in an American Annals of the Deaf special issue on teacher action research constitute a 2-tiered metastudy: The first article serves as a literature review of the teacher-as-researcher notion; 5 subsequent articles form the data set for a higher-order teacher-as-researcher inquiry. It is maintained that the preservice teachers' work met the definition of teacher-as-researcher in that they systematically investigated their own teaching/learning practices through a reflective lens, with the twin purposes of modifying their own practices and contributing to the theoretical in situ knowledge base of learning and teaching in general. It is also argued that this body of work is consistent with the stance on inquiry advocated by Columbia University's Teachers College and its Program in the Education of the Deaf and Hard of Hearing, and that teacher research reflected Dewey's notions of pragmatism, functionalism, constructivism, communication, and social advocacy.
有人认为，《美国聋人年鉴》关于教师行动研究的特刊中的文章构成了一项两层元研究：第一篇文章是对教师即研究者这一概念的文献综述；随后的5篇文章构成了一项关于教师即研究者的高阶探究的数据集。有人坚持认为，职前教师的工作符合教师即研究者的定义，因为他们通过反思的视角系统地研究了自己的教学实践，目的是双重的，即改进自己的实践，并为一般学习和教学的理论现场知识库做出贡献。还有人认为，这一系列工作与哥伦比亚大学师范学院及其聋人和重听教育项目所倡导的探究立场一致，并且教师研究反映了杜威的实用主义、功能主义、建构主义、交流和社会倡导等观念。
