The focus of this article is how to pose a teacher research question. More precisely, the aim is to examine the components of a researchable question and offer suggestions for how to go about the question in a way that makes it researchable.
Reading Talene Artinian’s Voices of Practitioners article, “Engaging Teachers and Toddlers in Science,” as a school administrator, I am moved to encourage other school administrators to think about their roles as change agents in their settings.
This opportunity to write a commentary on the article “Reflecting across Borders” allowed me to highlight how this project that used teacher inquiry within a global frame created important questions for us to consider as educators.
This online version includes an additional reflection from the authors showing how the defining elements of PPR transform participatory research into a vehicle for shared learning for teachers and children alike.
As an early childhood educator, I have thought of myself as an emergent teacher who follows my students’ lead and supports their explorations. The children's interest in building a command center challenged me to follow their lead.