RADICAL TEFL

RECONCEIVING 'TEACHER RESEARCH'
WITH THE HELP OF
JOHN DEWEY'S THEORY OF ENQUIRY
Alistair L. Maclean
The Introduction presents John Dewey's theory of enquiry, and is expanded in:
Section 1 (on starting from problems);
Section 2 (on 'experimental-reflective' enquiry); and
Section 3 (on scrutiny of knowledge claims).
Sections 4 and 5 explore implications of Dewey's theory for English as a
Foreign Language (EFL) teacher research. 2
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The problem Simon Borg, a specialist on EFL teacher research, states “globally
speaking, language teacher research remains limited” (2013: 15). Currently,
'research' is often understood as a major and ambitious one-off commitment,
involving design, reading, data collection (quantitative or qualitative), writing-up,
data analysis and working with a supervisor. For a secondary teacher the thought of
so much work, with the needed time-commitment and research skills, may mean that
she never undertakes a research project. There would seem to be a need to probe,
look again and re-conceive the notion of 'teacher research', or teacher enquiry,
perhaps leading to a less time-consuming understanding of 'teacher research', perhaps
at the same time taking advantage of enquiry skills which teachers already bring to
their work. In this study I propose and discuss - drawing on the work of John Dewey
on enquiry - a fresh conception of teacher research.
There can be different starting points and motives for doing teacher research, and this
study has in mind mainly teacher research which investigates students' problems: my
research question here is: How can a secondary EFL teacher enquire into and
understand her students' difficulties and failures in learning English? I will argue
that John Dewey's description of how enquiry works provides an entry point for a
broader and less time-consuming conception of 'research', which may be realistic for
secondary teachers to use, and which takes into account the constraints under which
secondary-school teachers work. 3 The standpoints which I bring to this study are:
firstly from mainstream education as a secondary-school teacher who often taught
students who had problems in learning EFL, and secondly a background in
philosophy with a special interest in problems in methods of enquiry, and in problems
and pitfalls in growing knowledge.
2 This study develops ideas introduced in my (2015: secs. 3 & 4), How can a teacher grow her knowledge?
3 Dewey's writing, when it refers to education, is normally argued in rather general terms, and he leaves
the reader with the task of working out for herself or himself local implications. Dewey did not write
about teacher research or about modern language teaching, so far as I know. His writings are collected
in an edition of 36 volumes edited by Ann Jo Boydston and published by Southern Illinois University
Press. On enquiry see esp. Dewey (1910) and (1938, 1986: ch VI).
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