Teacher as researchers Dr Julia Lawrence – Head of School Partnerships [email protected].
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Transcript of Teacher as researchers Dr Julia Lawrence – Head of School Partnerships [email protected].
Aim of the session
1. Why should teachers research?
2. What should we research?
3. When might we research?
4. How will we do our research?
5. Where shall we research?
6. Who shall we research?
Rudyard Kipling
I keep six honest serving-men (They taught me all I knew);
Their names are What and Why and When And How and Where and Who.
I send them over land and sea, I send them east and west;
But after they have worked for me, I give them all a rest.
Why?
“teachers and other practitioners are the key to educational change” (Cochran and Lyte, 2009, p.1).
Carter (2015) emphasises a need for greater emphasis in evidence based practice.
Teaching standards - the use of evidence to support changes in practice.
Focus within Teaching Schools
To build our own expertise and subject knowledge
What?
Knowledge and understanding
Existing practice
Purpose of education
Pupil Progress
What question do you want to answer?
When?
• Within lessons
• After lessons
• Cross sectional
• Longitudinal
When would you plan to undertake your research?
How?
Methods
•Literature review
•Intervention
•Observations
•Questioning
•Data analysis
What approach would you use?
Where?
• Classroom / classrooms
• School / schools
What would be the site of your research?
Who?
Subjects of research
• Pupils
• Self
• Others – peers / parents
• Practice
• Policy
Researching with?
•On own
•With peers
•Within departments
•Across school
•Across schools
•University
Who will your research focus?Who will you research with?
Case Study
What - Role of academic mentor and pastoral guide
Why – New initiative / review effectivenessTheoretical underpinnings
When – 12 month period / structured review points
How – Review of existing practiceIdentification of alternativesObservationsInterviews
Where – Across house groupsDuring form timeAs part of staff development
Who - StaffPupils
Next steps?
• Professional Learning communities
• School support groups – from a range of areas – allows for different perspectives to be taken into account.
• Reading groups / journal clubs
• Partnerships – teaching school alliances
• Academic qualifications
References
British Educational Research Association (2014) Research and the teaching profession – building capacity for a self-improving education system. BERA: London
Carter, A (2015) Carter Review of Initial Teacher Training (ITT). Department of Education
Cochran-Smith, M and Lyte, S.L (2009) Inquiry as stance – practitioner research for the next generation. Teachers College Press: NY.
Foreman-Peck, L and Winch, C (2010) Using Educational Research to Inform Practice – a practical guide to practitioner research in universities and colleges. Routledge: Oxford.
Websites
British Educational Research Association
National College for Teaching and Leadership
Questions
