Teacher Research with Very Young Children: A Story of Finding Place (Teacher As Researcher) (Report‪)‬

My early childhood teacher preparation program at Teachers College, Columbia University clearly articulated and promoted an inquiry stance and classroom research. Inquiry is one of the three philosophical stances guiding the teacher preparation programs, along with curriculum and social justice. Almost every course included an inquiry-based project, and I was required to pursue a handful of student teaching experiences that provided opportunities to conduct study in the classroom. Through an additional practicum course, I even engaged in a semester-long study to further develop my skills as a researcher. Content with my studies and preparation, I entered the field as an infant/toddler teacher. Over the next couple of years, I grew confident in my abilities as an inquiring, reflective practitioner, utilizing a responsive, emergent approach to curriculum, based on my study of the children and my knowledge of their interests, needs, and motivations (Lally & Mangione, 2006). It was only after I began my doctoral studies that I realized just how much I was missing. Although I considered myself an inquirer and researcher in my own classroom, I had no idea about the true potential for teacher research, nor of the impact that teacher research could ultimately have on the field of early childhood education.