Running head: TEACHER AS RESEARCHER WITH A CULTURAL PERSPECTIVE

Teacher as Researcher with a Cultural Perspective

Catherine Fahey
George Mason University

Teacher as Research with a Cultural Perspective

Teacher as Researcher with a Cultural Perspective

In the following one will know how coursework, related readings, and products in EDUC 606
have led me to focus more deeply on how being a teacher researcher with a cultural perspective toward
my educational settings. Reflecting on my research with the Cultural Inquiry Study and the process of
learning about strategies and co-teaching, one will see how becoming a teacher researcher with cultural
perspective will guide my continuing desire to learn more and apply new knowledge through my
classroom and school.
After completing the Cultural Inquiry Study, I found the process to lead me towards using my
classroom as research based practice. As a teacher leader, research is what will differentiate me from
other teachers. According to Katzenmeyer & Moller (2001), teacher leaders lead within and beyond the
classroom; identify with and contribute to a community of teacher learners and leaders; influence others
toward improved educational practice; and accept responsibility for achieving the outcomes of their
leadership (p.6). I have access to learn from much research based studies that advise the best strategies
and methods to use in my classroom. It is my job and goal to put these strategies into action and find out
if they are the best practices. I have the ability to conduct research within my classroom that will benefit
my students and colleagues as a teacher educator. It is important to continue to teach in a classroom so
then the research can take place authentically and be tested to find out if the outcomes of the original
studies hold truth and value. Once new knowledge is proven to work or not work, as a teacher research
and educator, I plan to work to share the research with colleagues in professional developments.
I mentioned in my reflection in the Cultural Inquiry Study that learning and using co-teaching
methods improves ones teaching and collaboration with other teachers. Co-teaching is not only
collaboration; it is a way to teach students through modeling how to work with each other. According to
Murdock, Finneran, and Theve (2015), co-teaching not only creates a wonderful place of learning but it
can bring challenges because co-teachers must be good communicators, respect each other, have similar
teaching philosophies, be willing to spend time planning together, and at times be willing to drop their
own ideas and go with the other persons plans (p.46). As the generations change, education and social
norms adapt and take on new forms. As teacher researchers, we need to continue to learn and practice to
show students what, why, and how to be leaders and followers to help them be ready for the world ahead.
It is challenging to work with others at all ages and now, we have our cultures that can divide us, if we
practice to work together, the future generation will learn through our actions and understand our words.
Understanding how culture brings us together rather than dividing us will become heard in our lessons
and shown in our actions of working together.
As I reflect on my biggest take away to analyzing myself as a teacher researcher with cultural
perspective, I am reminded of the thought Zwiers (2004) said, because we are immersed in an ocean of
academic language daily, it is hard to notice the habits we automatically engage in to comprehend
language (p. 60). The students in a classroom in the United States, especially in northern Virginia, all
bring many different cultures with them to school. When a student enters my classroom, she has recently
left her family and culture to join a mix of cultures learning together to accomplish a similar goal of
learning. It is my goal to provide a literacy rich environment that connects the students together
acknowledging what each student brings to enrich our learning. It is important to be mindful of the
mental habits teachers have already created and learn to adapt as each new student enters my room. It is
my goal to help the students develop these strategies to use as she continues on her path in the education
world.
Being a teacher researcher with a cultural perspective, changes who I am in the classroom. There
is a need to go beyond the activities that only show the culture on the outside or the stereotypical image of
what culture is. The research in this class and beyond has inspired me to look for other ways to bring
culture into my classroom and how to inspire others to do so as well. I will start small and connect home
to school, acknowledge background knowledge, work with other teachers and provide an environment
that welcomes all to feel comfortable to show and teach where who they are.

Teacher as Research with a Cultural Perspective

References
Ferlazzo, L. (2011). Involvement or Engagement? Educational Leadership, 68(8), 10-14.
Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as
leaders. Thousand Oaks, CA: Corwin Press.
Murdock, L., Finneran, D., & Theve, K. (2015-16). Co-Teaching to Reach Every Learner. Education
Leadership, 73(4), 42-47.
Zwiers, J. (2004). The third language of academic English. Educational Leadership, 62(4), 60-63.