The article explores the advantage of teacher research as a tool for addressing societal inequities and mobilizing professionalism in the teaching field. The author uses three examples of teacher research in denoting its role in the early childhood profession. They capture the means that the approach can be used by practitioners in exploring and confronting equality issues. It sheds light on the contribution of teacher research in investigating public pre-k inclusion and equity by informing other educators of play’s role in exploring inclusion and equity in the classroom. The second example informs practitioners of the implications of their responses and approach to gender role conversations by children. The third presents a network where practitioners share findings and the teacher research process in interrogating equity issues in early education.
Each of the teacher research examples makes significant contributions to my thinking on equity in early childhood classrooms. The article helps in understanding my role as not only the consumer but also a producer of knowledge. As such, I am drawn to participate in teacher research by investigating practice issues in the classroom and contributing knowledge to the field. Furthermore, I aim to connect with other early childhood educators in changing my practices based on novel perspectives. I look to engage in teacher research to advance professionalism in early education and care and to participate in equity-based reforms. Additionally, I am challenged to take a critically reflective stance in my career through self-reflection and inquiry. As a teacher-researcher, I will consciously ask queries that address inequalities, biases, and invisibilities and be ready to adjust my practices accordingly.
I envision myself as such a teacher-researcher given my desire and commitment to supporting families and children from underserved communities. Moreover, I believe I have the power to positively influence our future democracy through young children as they are our future leaders. I am inspired to take on teacher research in exploring and confronting equality issues. Also, I will provide vivid and valuable documentation from classroom settings to help other practitioners in early education continue to work toward children’s equity.
Baker, Megina. “Promoting equity through teacher research (Voices).” National Association for the Education of Young Children, vol. 75, no. 2, 2020, pp. 1-13.