Why are class teachers reluctant to become researchers?

Abstract

Although the teacher-as-researcher movement has been in existence for some twenty years, there is reason to think that the majority of class teachers remain uninvolved. What lies behind their reluctance? This paper puts forward explanations in four main areas: teachers' professional status; teachers' working conditions; teachers' confidence; and teachers' difficulty engaging with outsider's research methodologies. It is suggested that classroom teaching is an all-demanding and all-involving task which is excluding of an activity as exacting as research. However, it is argued that with appropriate support more teachers may become involved in research-like activities and thus enable a wider dissemination of their insights into children's learning. Why are class teachers reluctant to become researchers?