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Association of Chartered Teachers Inaugural Conference February 6 th 2010. CHARTERED TEACHER STANDARD (2009).
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February 6th 2010
The Chartered Teacher is an accomplished, innovative teacher who demonstrates sustained enhanced expertise in practice. The Chartered Teacher embraces and actively promotes the values, principles and practices of equality and social justice in all areas of work. The Chartered Teacher is a critically informed, reflective practitioner who systematically evaluates the nature and extent of impact achieved for learners and learning. The Chartered Teacher plays a leading role in the professional development of colleagues and makes a recognised contribution to the educational effectiveness of the school and the wider professional community. Essentially, these areas of expertise, and the qualities and attributes of the Chartered Teacher underpin the Standard. At the core of the Standard for Chartered Teacher are the Professional Actions which are informed by, as well as inform, the other three components – Professional Values and Personal Commitment, Professional Knowledge and Understanding, Professional Skills and Abilities.
Research is a form of disciplined enquiry leading to the generation of knowledge. The knowledge that your research generates is derived from a range of approaches. Your approach to research may vary according to the context of your study, your beliefs, the strategies you employ and the methods you use. (p1)
What is action research?
Koshy (2010) talks about it in this way.
Action research support practitioners to seek ways in which they can provide good quality education by transforming the quality of teaching-related activities, thereby enhancing students’ learning. (p1)
Action research creates knowledge based on enquiries conducted within specific and often practical contexts
(Its) …purpose is to learn through action leading to personal and professional development. (p4)
Main proponents of this theory are Lavé and Wenger and the idea originated in the business world.
This idea describes a community which displays
a.) mutual engagement
b.) joint enterprise
c.) a shared repertoire
Others talk about communities of learning.
What do you think?
Here are two connected questions upon which you might wish to reflect. A Curriculum for Excellence demands high standards and we as a profession need to rise and meet that challenge.
There is an onus upon us to share findings so that we don’t re-iterate mistakes and also when someone encounters a similar problem they know how to address it through relevant strategies or approach the appropriate person for support.
Banks, F. Mayes, A. S. ( 2001) Early Professional Development for Teachers. Section 3 The Classroom Teacher and School-Based Research. London: David Fulton Publishers in association with The Open University
Brown, S. (1990) Planning Small-Scale Research. SCRE Spotlights 27: Edinburgh
Forde,C.; McMahon, M.; McPhee, A.D. & Patrick, F. (2006) Professional Development and Enquiry. London: Paul Chapman
Koshy, V. (2010) Action Research for Improving Education Practice London: Sage
McNiff, Lomax and Whitehead (1996) You and Your Action Research Project London: Routledge
McNiff, J. (1988) Action Research Principles and Practice.
Basingstoke: MacMillan Education
Schon, D.A. (1987) Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass Publishers
Wenger, E. (1999) Communities of Practice Cambridge: Cambridge University Press
Wenger, E., McDermott, R. & Snyder, W. (2002) Cultivating Communities of Practice Boston: Harvard Business School Press
Scottish Educational Research Database (SERD)
Current Educational Research in the UK (CERUK)
Educational Resources Information Centre (ERIC)
Scottish Centre for Research in Education (SCRE)
Research of the Month (ROM)