The Role Of Teacher Research In Continuing Professional Development

British Journal of Educational Studies, ISSN 0007-1005
DOI number: 10.1111/j.1467-8527.2006.00355.x
Vol. 54, No. 4, December 2006, pp 429– 448

THE ROLE OF TEACHER RESEARCH IN
CONTINUING PROFESSIONAL DEVELOPMENT
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by Margaret Kirkwood and Donald Christie, University of
Strathclyde

ABSTRACT: This article sets out to examine the role of teacher research and enquiry in the professional development of teachers. The context derives from the initiative of the Scottish Executive to enhance the status and working conditions of teachers. We consider the extent to which continuing professional development activities arising out of the Chartered
Teacher Programme encourage teachers to value research, equip them to become research-minded and support them to engage in research and enquiry in their own professional contexts.
Keywords: teacher research, continuing professional development, professional enquiry, collaboration, community of enquiry
1. Introduction
Lawrence Stenhouse, an eloquent exponent of the concept of the teacher as a researcher, viewed the nature of educational research as ‘systematic enquiry made public’ (Stenhouse, 1975,
p. 142) and its object as being to develop thoughtful reflection in order to strengthen the professional judgement of teachers
(Stenhouse, 1983, p. 192). He asserted that curriculum research and development ought to belong to the teacher: ‘It is not enough that teachers’ work should be studied: they need to study it themselves’
(Stenhouse, 1975, p. 143). When considering the conditions necessary to achieve his vision, however, Stenhouse conceded:
… that it will require a generation of work, and if the majority of teachers – rather than only the enthusiastic few – are to possess this field of research, that the teacher’s professional self-image and conditions

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