The Study
Wanda May, associate professor in the Department of Teacher Education, examines what is meant by "teachers-as-researchers" or action research, charts its historical development and describes six common underlying assumptions of teacher inquiry.

The Findings
May examines action research from a variety of perspectives including historical, sociopolitical, and professional. May defines action research simply as the systematic study and enhancement of one1s own practice. It has been known over the years as reflective teaching, teacher-as-researcher, teaching as inquiry, and critical praxis. Although the notion that teachers should be researchers of their own practice has been in place for much of the century, it is only in the past two decades that this view has been visibly promoted and articulated in the United States. May describes six common assumptions held by proponents of action research. Those beliefs are that (1) all teachers theorize or develop theories-in-practice, but that sometimes these beliefs may be tacit or difficult to articulate to themselves or others without self-study; (2) action research is not always aimed at problem-solving but instead at developing a deeper understanding of teachers1 own theories-in-action or improving their practice; (3) action research can be conducted by any practitioner interested in his or her practice; (4) research methods matter and the ones most often used in action research are qualitative and interpretive in nature; (5) action research can be collaborative inquiry among colleagues; (6) and proponents of "critical" action research believe that through developed and enlightened understandings by those involved in critical discourse and inquiry that empowerment, social action, and reform are not only possible but desirable. May also raises as-yet-unanswered questions about action research, such as the role of professional literature or published findings, and the use of teacher inquiry with preservice teachers. Ultimately, May concludes that at its best "teaching as inquiry provokes our most aesthetic, pedagogical sensibilities. It helps us to envision and craft ourselves and our work."

What It Means to You
Teacher inquiry can be a tool for educators to analyze and develop a deeper understanding of their practice and professional development. Does you district encourage teacher inquiry?

More Information
May, W. (1993). "Teachers as researchers" or action research: What is it, and what good is it for art education? Studies in Art Education, 34(2), 114-126.

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