Teacher research in secondary education: Effects on teachers’ professional and school development, and issues of quality

This article describes an empirical exploration of three initiatives in which teachers in secondary education (learn to) research their own practice in collaboration with university-based research institutes, aiming at professional development and knowledge construction.We found evidence of professional development, mainly at the level of the individual teacher and to a lesser extent at the school level. Teachers reported that they developed their knowledge and skills with respect to doing research, as well as a more critical attitude, and consciousness of and intentions to change teaching performance. Organisational conditions appeared to be related to results at school level.The article concludes by stating that, if teacher research is to lead to the collaborative development of more scientifically accepted knowledge, greater attention will need to be paid to the dissemination of knowledge as well as to the quality assurance of the research performed.

► Debates the issue of knowledge production in education.
► Details of the results of teacher research projects and focus on the issue of “quality”.
► Urges to focus more on dissemination of results and quality assurance.
► Elaborates the various collaborations around teacher research.
► Highlights the importance of a learning attitude of all those involved.