How Teachers Conduct Research

Author: Zheng Jinzhou
Publisher:
Publish Date: 2005-10-01
Features: This book summarizes various misconceptions or issues in school education and research, which can be broadly categorized into the following types:
(1) Seeking novelty and uniqueness. When engaging in educational research activities, if a teacher discovers that others have already studied a topic, they may abandon it and choose a so-called "new" topic. Annual topic lists often become important references for teachers when selecting research subjects, but they rarely delve into how existing research addresses specific issues or resolves concerns. As a result, research papers are filled with new terms and concepts, which may attract attention and present a "gimmick-driven" approach to education research. However, these terms and concepts do not necessarily provide new meaning or offer fresh insights into educational practice. In reality, many research topics faced by teachers are common, but since schools differ in context, traditions, and educational philosophies, research from other schools may not be applicable to one's own school. Conducting in-depth research on the same topic can sometimes be necessary.
(2) Greed for breadth and completeness. Some teachers choose research topics that are overly broad, involving numerous factors, often aiming for comprehensive reforms of the entire school or integrated changes. In such topics, there is no clear objective or even a distinct problem awareness or direction. After selecting such topics, even if research is conducted, discussions on various issues are often superficial and lack depth. True research is not about "making a big deal out of a small issue," but rather about "making a small issue significant." A teacher's wisdom is not about "rising to great heights," but rather about "accumulating small insights into great wisdom." Grounded research on localized, critical issues can sometimes have a more profound impact than superficial, all-encompassing studies.
(3) Following trends. Once new trends or "movements" emerge, some teachers quickly jump on board and conduct various types of research accordingly. As soon as "innovative education" emerged, many teachers immediately proposed research proposals under the theme of innovation, as if without an innovative title, the cultivation of innovative talents would be impossible. When "multiple intelligences teaching" was introduced, some teachers immediately adopted it as a reference framework for educational research, conducting validation or promotion studies. This phenomenon, to some extent, indicates that primary and secondary school teachers lack subjectivity in their educational research, lack the ability to identify and analyze the problems they face, and lack the courage and wisdom to address their unique challenges. Independently determining research questions and autonomously conducting research are intrinsic requirements and norms of educational research for primary and secondary school teachers.
(4) Prioritizing research projects. Research expressed in the form of projects can allow studies to focus on a prominent issue for an extended period, mobilizing significant human and material resources. It can also provide clear direction, and the outcomes of project research are often more prominent. However, projects are not synonymous with research, especially for primary and secondary school teachers. Random, incidental, situational, or individual problems can all become research subjects. Teachers' systematic reflections on a series of specific, unique issues in their actual teaching and learning activities, though not within predetermined project scopes, are equally important and hold profound value. "Teacher as researcher" was a proposition raised in the 1950s and 1960s in the West. However, based on relevant materials, the mainstream research conducted by primary and secondary school teachers in their region focused on daily-life practices.
(5) Obsession with papers. Papers are one way to express the outcomes of teachers' educational research activities, but not the primary way. Just as researchers' own studies primarily rely on papers to articulate their findings, primary and secondary school teachers' research also has its own unique forms of expression. Cases, narratives, logs, and reflection records are all important carriers of teachers' educational research activities. They can serve as records of the research process, as well as ways to present research outcomes. Primary and secondary school teachers are always immersed in the real-world context of teaching and learning. Their thoughts, reflections, feelings, and insights are often beyond the scope of what papers can convey.
(6) Superficially linking theories. Some primary and secondary schools, consciously or unconsciously, try to emulate professional researchers by citing a large number of theoretical documents. They first introduce how foreign scholars understand the issue, then analyze the views of domestic scholars, and finally discuss their own insights. It seems that only by aligning with profound theories can the weight and significance of research be demonstrated. However, the charm of primary and secondary school educational research lies not in validating existing theories, nor in interpreting the judgments of various experts. Its significance and value in the forest of educational research lie precisely in its grasp and judgment of the educational scene, and in its meaning analysis of educational events. Such research is precisely what professional researchers may struggle to or cannot accomplish.