At Last: Researching Teaching Practi c e s : “Talking the Talk” versus “Walking the Walk”

Jabari Mahiri

doi:10.58680/rte20042953

Research in the Teaching of English May 2004

At Last: Researching Teaching Practi c e s : “Talking the Talk” versus “Walking the Walk”

Jabari Mahiri University of California, Berkeley

Abstract

Researchers of literacies in out-of-school settings often argue that their studies hold significant implications for teaching practices. This argument seems to be partially supported by studies that have won the Alan C. Purves Award between 1998 and 2001, acknowledging RTE articles most likely to impact educational practice. Yet this line of inquiry obviously does not lessen the continuing need for rigorous classroom-based research. As I contemplate future directions for such work, a set of interrelated questions come to mind: To what extent should researchers be better prepared to engage in aspects of the specific teaching practices they are researching or designing? In what ways would engagements of this nature influence or potentially improve research findings and pedagogical designs? To what extent should researchers be prepared to “walk the walk” of implementing teaching practices in conjunction with “talking the talk” of researching and reporting on them?

Journal: Research in the Teaching of English
Published: 2004-05-01
DOI: 10.58680/rte20042953
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Open Access: Closed
Topics: writing pedagogy teacher development literacy studies
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At Last: Researching Teaching Practi c e s : “Talking the Talk” versus “Walking the Walk”

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