EDUCATIONAL RESEARCH AND THE TEACHING PROFESSION

There are many effective style variations among teachers, characterized as the intangible art of teaching. Yet, art alone does not make a teacher. Complementing this must be a very specialized set of skills and professional knowledge base which comprise the science of teaching. Art and science combined make a professional teacher.

Prior to the last decade or two, the primitive level of educational research forced teachers to acquire the greater part of the science of teaching through experiential learning on the job. Today, however, due to significant methodological advances and greater focus on the teaching/learning process in research on education, a reliable body of information exists on effective teaching practice. This is exemplified in work related to cognitive learning styles, classroom management, direct instruction, time-on-task, grouping and socio-linguistic processes. Teachers require a wide array of information and skills to respond appropriately to infinitely variable classroom situations. Research unequivocally portrays the complexity of the teaching process, negating all contentions that "anyone" can teach.

Unfortunately, much of the research on education is confined to shelves in research institutions and libraries. For this reason, new teachers must flounder through the archaic trial and error method of developing effective practice; and experienced teachers know certain techniques work, but cannot always articulate why, thereby feeling unnecessarily insecure in their professionalism.

Another factor isolating research from practice is the lack of opportunity for teachers and researchers to interact on a collegial basis. Existing barriers between school systems and colleges or universities further broaden the distance between teachers and researchers. Teachers, therefore, have minimal input into what will be researched, little access to studies which have been done, limited understanding of the language through which most studies are reported, and few opportunities to comment on their reactions to application of research findings.

Teaching is a profession but can only be considered so when its science is taken as seriously as its art.  Research on or related to education, which provides the scientific foundation of the profession, can no longer be viewed as peripheral to the teaching/learning process.  Teachers must have access to the information which enables them to know which techniques produce certain cognitive or affective results and why.

RESOLVED, that the American Federation of Teachers will actively promote dissemination of educational research to all prospective and current teachers, including translations of research in a form meaningful to teachers and training resources which enable teachers to relate this information to practical application; and

RESOLVED, that collaborative relationships be fostered among educational researchers, teacher educators and teachers to promote the professional exchange of knowledge on teaching; and

RESOLVED, that preservice programs in teaching include coursework in basic research techniques and development of inquiry or problem-solving skills; and

RESOLVED, that teachers through the American Federation of Teachers should have much greater input into the setting of research agendas, and

RESOLVED, that publicly supported educational research projects and the National Institute of Education be held accountable for disseminating findings to teachers, making use of established dissemination channels with the AFT; and

RESOLVED, that the American Federation of Teachers should stay abreast of research findings in education and influence their use in policy decisions related to teaching, in such areas as preservice education, staff development and teacher evaluation; and

RESOLVED, that teachers should be given opportunities to participate in inquiry on practice, update their knowledge of research on teaching and learning, and reflect on the application of various teaching methods and their outcomes; and

RESOLVED, the National Institute of Education be given additional federal funding to continue and expand research on effective teaching and effective schools.