Teacher research (inquiry) has been characterized as practice improvement, professional development and action research, among numerous names and descriptions. The purpose of this paper is to support the case that teacher research is also a form of quality improvement known as continuous process improvement (CPI).
The paper outlines the underlying characteristics, processes and sub‐processes employed by teacher researchers. Next, the same approach is applied to the underlying characteristics, processes and sub‐processes of CPI. Lastly, an analysis is performed to identify parallels between teacher research methodology and the methodology employed in CPI to support the case that teacher research is a form of CPI.
It is believed that a defensible analytical case has been built that where teacher research is conducted, the teacher's practice and the education of the students is undergoing CPI.
Schools and school administrators searching for techniques to improve the learning that takes place in their school should strongly consider and support teacher research as an effective means of quality improvement.
The paper presents a different perspective and view of teacher research in the context of CPI, which was once considered the domain of businesses and corporations.
