As teacher-educators we need to embrace practitioner (action) research of our own classroom practice. Such research serves to improve our practice, inform the teaching profession, and serve as modeling for future teachers to become practitioner researchers in support of their efforts to meet the learning needs of the students with whom they work as well as have a voice in policy decisions that impact their professional lives.
Response to Article
Campbell, K. H.
A Call to Action: Why We Need More Practitioner Research. A Response to "A Teacher Educator Uses Action Research to Develop Culturally Conscious Curriculum Planners".
Democracy and Education,
(2), Article 7.
Available at: http://democracyeducationjournal.org/home/vol21/iss2/7