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Teacher as researchers

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

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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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