The chapter 1-5 of Dana &Yendol-Hoppey (2014) really explained the paradigm shift from research based on theory to those research base on practice. Their illustrative discussion on the comparison of the process-product and the teacher inquiry gave me a clearer understanding of the advantages teacher inquiry has over the process-product type of research. My personal past teaching experiences made me understand the weaknesses of the process-product approach to research as outsiders try to solve classroom problems that they may not fully understand and describe like the classroom teacher herself. Teacher inquiry allows practitioners have firmer grips of the profession and the technical know-how of their job. It also keeps teachers on their toes as they inquire what they can do to make their work better. Teacher inquiry as discussed by the authors make teacher education research practical and beneficial to all stakeholders of education especially the classroom teacher and the students as it is always geared towards improving practice or situation in the working environment (education). This improvement in practice have direct positive impact on learners and other education stakeholders. I see the collaborating aspect of teacher inquiry as a cushion to teachers as they get the chance to share ideas, passions and assures one another when the going gets tough. As I was reflecting on the collaboration, these questions come to mind:
1. Why is it that some institutions dislike collaborative research and sometimes give it less attention when it comes to assessment for promotion especially in some education faculties?
2. In collaborating research, is it possible for the individuals in the research to measure the exact contribution he/she made in the research?