Open AccessCommentary: Being Hospitable to Teacher Research: A Challenge for the Academy
Author(s) -
Susan GroundwaterSmith
Publication year - 2015
Publication title -
learning landscapes
Language(s) - English
Resource type - Journals
ISSN - 1913-5688
DOI - 10.36510/learnland.v8i2.691
Subject(s) - subject (documents) , hospitality , quality (philosophy) , professional development , pedagogy , reflection (computer programming) , action research , action (physics) , sociology , political science , mathematics education , engineering ethics , epistemology , psychology , law , library science , philosophy , engineering , computer science , tourism , physics , quantum mechanics , programming language
In my brief contribution to this edition of LEARNing Landscapes, focusing as it does upon teacher research, integrating action, reflection, and observation, I have chosen to discuss, in particular, the right of teacher research to be recognized and affirmed by the academy in the form of hospitality; a right that is being compromised more and more by the burgeoning neo-liberal culture that dominates so many of our institutions. I argue, in spite of the constraints that are put in its way, that teacher research makes a significant contribution to the development of professional knowledge and, like other aspects of professional practice, is also subject to those parameters that determine quality.