TEACHERS DOING RESEARCH: FROM APPREHENSION TO FEARLESS!

Classroom educators do not see themselves as researchers. The day-to-day instructional job is not perceived as conducive to any type of investigation that would support the important task of educating youngsters. Frequently, teachers seek responses to their assessment obstacles expressed in the form of low student performance, outside the classroom walls. They do not perceive themselves as data analysts and information processing individuals. In fact, most teachers are reluctant to believe that the systematic data gathering happening in the classroom is of value and significance.

The word research creates action paralysis in teachers. They lack of confidence and self-recognition on their knowledge base on the basic principles of sound research practices, including terminology, the development and use of research methodologies and techniques, familiarity with research standards and designs, and ethical principles in research quality. Progressively, research literacy is arriving to school systems. It is becoming less stressful as it is more encouraged by the new research movements on using research for instructional and sound decision making. Increasingly, familiarity with alternatives to traditional research designs and approaches are unveiling teachers’ capability and willingness in the use of classroom investigation.

The purpose of this study is to describe the conflicting perceptions of Armenian teachers on their classroom research role based on the research knowledge possessed and the use of assessment data for research practices and improvement.

The research methodology includes a convenience sample of 30 Armenian high school teachers who responded to a 10-item validated survey titled “Classroom research” given before and after a 18-hour inservice on Teachers Doing Classroom Research. The survey contained items related to research knowledge and use of classroom data for research. The inservice included research phases, assessment types and construction, classroom data, analysis and interpretation of findings, implementation of outcomes for student improvement.

The outcomes evidenced the teachers’ lack of confidence on their research knowledge regardless of having graduate degrees. Teachers confirmed not using assessment data for classroom research. Using assessment data for learning was perceive as a foreign concept. Gender differences were clearly revealed in regard to research knowledge and use of classroom data. Teaching and research are unrelated concepts and practices.

Some conclusions mention that teachers are paralyzed by the words research, data collection, findings, and measurement instruments to mention some of the obliged research unique language. Fear of not having the necessary research skills and study design ability were indicators teachers claimed to be the main factor preventing them from pursuing a research idea. Moving from the paralysis that results from fear of research to getting drops of encouragement through training and development may constitute the response needed to progress toward the idea of conducting true participatory research. Forming school research communities may be an answer to the teacher’s fear.