The risk of being researched: Re-envisioning educator research participation for high-quality early childhood education

Abstract

The participation of educators in research contributes to understanding and developing high-quality early childhood education. Consequently, increasing educator participation in research is beneficial. To increase educator research participation, it is important to understand educators’ experiences of research. This article draws on findings from a qualitative multisite case study that explored educators risk-taking in early childhood education. Data were collected by observing and interviewing 55 educators from three Australian early childhood education sites. Findings discussed in this article show that for educators in the study, participation in the research felt both beneficial and risky. Educators found research participation beneficial for learning and professional development, and some educators found participation risky because of uncertainty and fear associated with participation in the research. Based on these findings, two strategies are suggested to increase educator research participation: 1) Reviewing the conditions for educator research participation and 2) The normalisation of educator research participation. Findings provide useful insight for the early childhood education community in strengthening educator participation in research. Insights have implications for both researchers and those delivering teacher education programs.