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Teacher as researchers

Join Dr. Julia Lawrence to explore the importance and process of teachers conducting research. Learn Why, What, When, How, Where, and Who of educational research. Discover the significance of evidence-based practice and improving teaching standards, focusing on expertise and subject knowledge.

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Teacher as researchers

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  1. Teacher as researchers Dr Julia Lawrence – Head of School Partnerships Julia.Lawrence@hull.ac.uk

  2. Aim of the session • Why should teachers research? • What should we research? • When might we research? • How will we do our research? • Where shall we research? • Who shall we research?

  3. 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.

  4. 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

  5. What? • Knowledge and understanding • Existing practice • Purpose of education • Pupil Progress • What question do you want to answer?

  6. When? • Within lessons • After lessons • Cross sectional • Longitudinal • When would you plan to undertake your research?

  7. How? • Methods • Literature review • Intervention • Observations • Questioning • Data analysis • What approach would you use?

  8. Where? • Classroom / classrooms • School / schools • What would be the site of your research?

  9. Who? • Researching with? • On own • With peers • Within departments • Across school • Across schools • University • Subjects of research • Pupils • Self • Others – peers / parents • Practice • Policy Who will your research focus? Who will you research with?

  10. 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

  11. 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

  12. 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.

  13. Websites • British Educational Research Association • National College for Teaching and Leadership

  14. Questions

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