TEACHER-RESEARCHER IDENTITY - EXAMINING TEACHERS’ PERCEPTIONS OF TEACHERS AS RESEARCHERS

Oct 15, 2026

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This study investigates the nuanced dimensions of the teacher-researcher identity by focusing on teachers’ perceptions of teachers as researchers in education. Using a mixed-methods design, the research examines how strongly 198 K-12 teachers identify with the notion of teachers as researchers and how frequently they believe specific research activities occur. Findings stress embedding “researcher” as a core element of teachers’ professional identity, with implications for educator preparation and broader educational planning to strengthen teachers’ research competencies.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Introduction

Value of Educational Research

Classroom-Level Impact of Research

Literature Review

Professional Identity of Teachers

TEACHER-RESEARCHER IDENTITY: EXAMINING TEACHERS’ PERCEPTIONS OF TEACHERS AS RESEARCHERS CAITLIN RIEGEL KAYLA CHARROIS TIERNEY DEKKER KATHLEEN FERGUSON Niagara University, U.S.A. ABSTRACT This study investigates the nuanced dimensions of the teacher-researcher identity, focusing on teachers’perceptions of teachers as researchers within the educational landscape. Employing a mixed-methods research design, the study aims to uncover the extent to which 198 K-12 teachers working in the field identify teachers as researchers, as well as identify the frequency they believe teachers participate in specific research activities. The findings highlight the necessity of embedding"researcher" as a core element of teachers’professional identity, as well as suggest implications for both educator preparation and broader educational planning, calling for expanded efforts to develop teachers’ research competencies and integrate research as a fundamental part of their professional roles. This study not only sheds light on the current state of teacher-researcher identity, but also provides implications for educator preparation programs and broader educational planning to develop pragmatic research competencies in teacher candidates. INTRODUCTION Educational research is essential for broadening the scope of facts and perspectives that contribute to the advancement of the field. By exploring different aspects of teaching and learning, educational research fosters deeper understanding and continuous improvement. This process enables educators and stakeholders to critically examine current practices, identify areas for growth, and implement evidence-based strategies that enhance learning outcomes (Bourke & Loveridge, 2017; Cohen et al., 2018) . Furthermore, research serves as a bridge between theory and practice, allowing teachers to apply theoretical frameworks to real-world classroom challenges (Mertler, 2021). In doing so, it supports a reflective and dynamic profession in which teachers continually adapt their approaches to meet the evolving needs of students (Hargreaves & Fullan, 2012) . Educational research also plays a pivotal role in influencing policy decisions, shaping curricula, and guiding professional development, ultimately improving the quality of education systems on a broader scale (Darling-Hammond & Bransford, 2005) . By contributing to both practical applications and policy reforms, educational research ensures that the field remains responsive and effective in addressing the complexities of modern education. At the classroom level, research empowers teachers to become reflective practitioners who can adapt and improve their teaching strategies based on evidence (Mertler, 2021) . When teachers conduct research, they gain deeper insights into student learning, classroom dynamics, and effective pedagogical practices, allowing them to make informed decisions and address challenges more effectively (Dana & Yendol-Hoppey, 2020) . Research also enables teachers to personalize instruction to meet the diverse needs of their students (Cochran-Smith & Lytle, 2009). Additionally, teacher-researchers contribute to the profession by sharing their findings with colleagues, fostering a collaborative culture of continuous improvement (Hargreaves & Fullan, 2012) . When teachers Educational Planning | Winter 2025 45 Vol. 32, No. 1 actively share knowledge gained through research, they help build a professional community and shape the minds within that community (McRae & Parsons, 2018) . Ultimately, when teachers engage in research, they not only enhance their own practice but also contribute to the broader field of education, helping to shape educational policies and innovations (Cochran-Smith & Lytle, 2009) . LITERATURE REVIEW Professional Identity of Teachers Professional identity refers to a practitioners’ views on “career goals, social values, and other factors”(Zhu, 2021, p. 124) . The development of professional

FAQs

What identity does the study examine?

The study examines the “teacher-researcher identity,” focusing on how teachers perceive teachers as researchers.

What research method does the study use?

The study uses a mixed-methods research design.

What do the findings emphasize for teacher professional identity?

The findings emphasize embedding “researcher” as a core element of teachers’ professional identity and strengthening research competencies through educator preparation.

Oct 15, 2026

Upload by moss~