Teacher as researchers Dr Julia Lawrence – Head of School Partnerships

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Presentation transcript:

Teacher as researchers Dr Julia Lawrence – Head of School Partnerships

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 effectiveness Theoretical underpinnings When – 12 month period / structured review points How – Review of existing practice Identification of alternatives Observations Interviews Where –Across house groups During form time As part of staff development Who -Staff Pupils

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 British Educational Research Association (2014) Research and the teaching profession – building capacity for a self-improving education system. BERA: London CarterCarter, 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