I greatly appreciate that Fleischer distinguishes between the undergraduate studies and the more practical research done by someone in the filed of education rather than one simply learning in order to become a teacher. I think that we learn as undergraduates to only listen to the "great" minds that mold us in those years. Instead, we need to begin the teacher research even earlier in the undergraduate years in order that teacher and researcher never need to be combined after the fact. I regret to admit that it is difficult for me to put the two in combination due to the constraints of time, family and my own set habits.... I was not trained to be a researcher so it is not 'natural' for me to become that. BUT...I do find it to be distinctly beneficial to my teaching and helps me keep a closer watch of the methods and curriculum I use and how it affects my students.
Freire: Praxis: critical reflection and action that change conditions of being in the world....(88).
This is what I strive for, but so often I only get to the reflection side of the equation.....
Are teachers encouraged to be researchers? Is that currently happening? I think that the current trends in the
United States are tilted away from teachers as it seems that current opinion holds that only Politicians, Business Culture, and "Big R" researchers are able to give any sort of valuable research....
And what does that encouragement look like? Is it just verbal or is there real time incentive? Is there any opportunity given to encourage the research as a distinct element of our jobs? As it now stands, it seems that it is in addition to our designated tasks and oftentimes seems to be discouraged as we have more and more petty requirements placed in our in boxes.....
No comments:
Post a Comment