Robinson, (2003) Ginns, Heirdsfield, Atweh, & Watters,

(2001)
 Teachers tend to use research but not
participate within research
 Research is a professional and ethical
responsibility of any teacher
 Researching shows good practice
 To research, a teacher must have an
attitude of curiosity, openness and
willingness.
 Resolve problems and dissolve issues
 Impacts the decisions we make about
our teaching practice and the children
we teach
 Research strengthens the connection
between the quality of teaching and
the quality of a child’s knowledge
 Professional development
 Research is evidence based not opinion
based
 Provide beginning teachers with
opportunities to learn the skills to
collect, interpret and use evidence.
They can use it to link to teaching and
learning within their context.
 Professional growth of beginning
teachers tends to go through 3 stages:
First is self: a concern about themselves
and survival, second is task: a concern
about tasks and actual teaching duties,
and third is impact: a concern about
their ability to be successful with the
teaching-learning process and students.
 Establish a more reflective, proactive
view of teaching and the teacher’s role
 Beginning teachers need to create a
framework for decision making
 Behaviours, beliefs and actions will
ensue as beginning teachers further
their experiences
 Need to empower beginning teachers
to take control of their own
professional growth (research)
 Action research within their own
learning environment so that there is
collaboration amongst teachers
 Developing the practice of reflection on
their practice can assist teachers to
integrate their theoretical knowledge
with their practice.
 Engagement in a classroom action
research project is a commitment
especially with extra activities and
responsibilities.
 Security and support during research is
recommended

Based upon these two readings I can see that research has a place in a beginning teacher’s practice.
It is an ethical and professional responsibility of a teacher to research (Robinson, 2003) as it provides
a way for beginning teachers to take control of their professional growth (Ginns). I agree with this
because of the evidence I have seen in my own practice based upon the research I did for the being
and becoming paper last semester. It developed my knowledge and understanding about certain
pedagogical areas and I was able to better my practice because of it.

I do believe that it can be difficult to research as a beginning teacher because of all the new
responsibilities that a beginning teacher has (Ginn). Not only do beginning teachers have to navigate
a new routine, children, staff, whanau, policies, learning stories etc. but they also have to try and
continue in their professional reflections and development. I could see why many teachers struggle
with research at the beginning of their career in teaching. I think it is important to set goals and try
to achieve them first before researching.

This helped me to realise that it is important to settle into the workplace first and have an
understanding of what is expected of you as an educator within your role and then move on to how
you can better your practice through research. Sometimes the realities of teaching are not what you
expected! I understand what is involved in research and I am now aware of the pros and cons of
beginning teachers doing it. I believe that it will be extremely helpful in order to grow in knowledge
and understanding which can then be put into practice.

References

Atweh, B., Ginns, I., Heirdsfield, A., & Watters, J. (2001) Beginning teachers becoming professionals
through action research. Educational Action Research, 9(1), 111-133.

Robinson, V. M. J. (2003). Teachers as researchers: A professional necessity. SET, 1, 27-29.