Teachers-as-researchers in teachers’ professional development : conception of in-service teachers in Hong Kong

Abstract

The lack of teacher-initiated research in Hong Kong and how classroom research has not been an essential part for teachers’ professionalism development were reflected in different studies. However, classroom research, a professional development activity that involves “the active and direct engagement of teachers’ (Fullan, 2013, p.43), brings benefits towards students’ learning and enhances teachers’ professionalism. The current qualitative study explores the six in-service teachers’ conception on classroom research and how it can be related to their own professional development. By adopting qualitative approach and using a short survey and a semi-structured in-depth interview, these in-service teachers provide their perspectives on what can be considered as “research” and how elements of research are included in their daily practices. The teachers in the current research reveals that it is their belief that research should be aimed at enhancing teaching and learning, with various methods and modes of “research’ manifested in their practices. Despite perceiving “research” as an integral tool and part of their daily practices which fosters their professional development, teachers expressed the obstacles and constraints they face across various levels, such as personal, collegial, school-wide and community-wide factors, that hinder the opportunities for them to include classroom research in their practices. Investigating into teachers’ conception of research suggest that despite teachers facing various constraints, they are attempting to develop their professionalism within the education system.