SHOULD TEACHERS SERVE AS RESEARCHERS? 教師是否應擔任研究者角色?
Traditionally, educational researchers have been the ones to proclaim various educational practices as either effective or ineffective. Principles of effective instruction are often drawn from large-scale studies.
傳統上，教育研究者經研究證實出有效或無效的各種教育實務，而有效教學的定律往往來自於經過大規模的研究。
However, teachers do not work in large-scale, static settings. They face unique sets of students who respond variably to different strategies. Hence applying academic research findings to individual classrooms can be problematic.
然而，教師卻不太可能在大規模的靜態情境中教學，教師必須要面對的是每位學生獨特的情境，以不同的策略加以回應。因此，應用學術研究發現到個別的教室情境中可能會產生問題。
One alternative to overreliance on the findings of large-scale studies is for educators to assume the role of researcher. By studying their students, teachers can bring the academic findings down to earth, as it were, and discover what works in their specific classroom.
有一種方案可替代過於信任大規模的研究，即是透過教育工作者擔任研究者的角色，而教師可將其學術研究帶入教室情境中，使研究結果更加腳踏實地與在教室情境中發現更細微的研究結果。
Susan Black (1996) equates teacher research to the work done by anthropologists or ethnographers. "They are able to observe the cultural scene closely...and create a research record of the people, places, events and objects within it, as well as their own personal interactions and responses." By using the classroom as laboratory, teachers can, for example, learn whether interdisciplinary teaching is as effective with their remedial students as with their high achievers.
Susan Black (1996)是一名教師研究者，也相當於是人類學家的工作，「教師能仔細觀察文化氛圍與創造人、地方、事件與對象目標之研究，並且能使其互動與回應於其中」。例如教師可將教室作為實驗室，進行跨學科領域教學與輔導學生使其成就自我是否有效之研究。
Research conducted by teachers differs from academic research (Black). First, academic researchers strive for objectivity, keeping the subjects of their study at arm's length. Teachers, in contrast, maintain a close relationship with the objects of their study. Academics try to design and control events under study while teachers observe activities as they occur in the real world, namely their classes. Finally, traditional researchers seek to globalize results while teachers know that their findings apply only to the students in their classes.
其中可由教師進行不同的學術研究，首先，學術研究者應對其研究對象以客觀方式呈現；相對地，教師而是要能與研究對象維持密切的關係。亦即學術研究是要設計與控制研究情境，但是教師的觀察活動研究卻是在現實世界中進行。總之，傳統的研究人員追尋的是能整體化的結果，但是教師知道他們自己的研究只能適用在自己的學生身上。
Such small-scale studies are often termed action research, because the teacher-researcher takes action based on the results of his or her findings. The research may be formal or informal, short- or long-term. But it is based on the understanding that the results are collected from a set of students and the action is applied to those same students (Calhoun, Molly Watt and Daniel Watt 1991).
這種小規模的研究常被稱為行動研究(action research)，因為教師研究者的研究是建立在其研究發現上，此種研究可能是正式或非正式、長期或短期的研究，但是研究結果是建立在某群特定的學生身上且只能將結果應用於其中。
資料來源: http://www.ericdigests.org/1997-3/data.html
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