Teacher Research Experiences: A Review of the Literature from 2018 to 2024.

Engaging K-12 science teachers in authentic research experiences has been a promising approach to enhance science teaching and learning. Teacher research experiences aim to bridge the gap between science practices and classroom instruction through immersing teachers in research labs. Building on the previous literature reviews of teacher research experiences, we seek to assess what has changed since previous calls to action in this research area. We report on 39 empirical studies published between 2018 and 2024 that include these types of programs. We have found that while there have been improvements since previous publications, there have also been areas of continued stagnation. We have seen a shift in content areas from natural science to engineering and other STEM fields. The focus areas of many programs include the translation of skills and content gained from these programs into curriculum design, pedagogical knowledge, and classroom instruction. Given the timeframe of the research studies we reviewed, we noted studies where Coronavirus Disease 2019 (COVID-19) impacted the TRE program structure causing the research components to take place online rather than in-person. One major growth area has been the focus of research on underrepresented minority and rural populations. However, despite previous calls to action, there remains a substantial lack of data-driven research about the impacts of these programs on student outcomes. These findings reveal both promising developments and persistent gaps that require further research.