Author(s)

Jake Madden

The Aoba Group, Tokyo, Japan.

Addressing the perennial concern for teacher quality, this study responds to the evolving landscape of educational priorities, with a primary focus on empowering teachers to create dynamic learning environments. As the demand for enhanced training programs intensifies, the significance of teacher professional development becomes increasingly evident. This study explores the St. Edward’s Teacher as Researcher Initiative, an Action Research Project at St. Edward’s Primary School. Commencing with teachers sharing knowledge, it has evolved into data analysis and interpretation dialogues, fostering a reflective approach to teaching practices. To establish a comprehensive understanding of the interplay between teacher professional development, teacher quality, and student achievement, this study delves into the impact of teacher action research. By illuminating the connection between reflective practices and instructional effectiveness, the study contributes insights into best practices for supporting teachers and enhancing instructional methods. Practical data and facts are presented to elucidate the challenges faced by teachers, emphasizing the need for continual adaptation to meet the dynamic needs of students. Furthermore, the study reveals that teacher reflection, often considered an individual endeavor, has broader implications for the entire teaching profession. The outcomes underscore the transformative potential of initiatives like the St. Edward’s Teacher as Researcher Initiative in positively influencing teachers’ instructional approaches and, consequently, student learning. This study concludes by proposing practical implications based on research results, highlighting the promising role of reflective practices in fostering a vibrant and dynamic learning environment for all students.

Teacher Quality, Professional Development, Action Research, Reflective Practices, Student Achievement

Madden, J. (2023) The Influence of the St. Edward’s Teacher as Researcher Initiative on Teacher Professional Learning. Open Journal of Social Sciences, 11, 107-124. doi: 10.4236/jss.2023.1112010.