Chapter 2: Preparing Skilled, Equityminded Teacher-Scholars: The Role of Research Methods Coursework

The need for teachers to engage in practitioner scholarship is well documented and responds to the increasing demand for teachers to actively participate in school improvement efforts (Bond, 2011; Chall, 1986; ReisJorge, 2005). Teachers engaged in practitioner scholarship, known as teacher-scholars, have unique advantages over scholars who are removed from the field: They have privileged access to firsthand student data, are able to apply research findings immediately and directly to teaching practice, and can share suggestions with teacher peers through professional development opportunities (Vásquez, 2017). These advantages allow teachers to enact educational change quickly and insightfully in the classroom and across an institution, resulting in continuous improvement of teaching practice and student outcomes.