Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading…
Transcript

Reflections on Research Literacy in Professional Development (PD)

1. What role can research literacy realistically have in teachers’ PD?

2. What do teachers think about the role of research literacy in their PD?

'Critical of'

Survey responses from in-service teachers (n=66)

'Engaging with'

41% reported low confidence in evaluating research information (Williams and Coles, 2007)

From these, semi-structured interviews were conducted (n=4)

Issues with ‘information literacy’ reinforced perceptions of research being burdensome (Menter and Hulme, 2010:113)

'Grange Primary Academy'

‘critical consumers’ (Goldacre, 2013:13)

'Mr Pearson', middle leader, 'Kings' Independent High School'

"what I really wanted, and still really want and we haven’t quite got there yet, is... for the teachers to feel empowered enough to say yeah but it doesn’t look like that in the classroom. To kind of have that sense of dialogue" Deputy.

‘a model of teachers as simply translators or interpreters of educational research done elsewhere’ (Lingard and Renshaw, 2010:27)

Educational Excellence Everywhere: ‘evidence-informed teaching profession’ (DfE, March 2016:37)

How would you rate your training/ Continuing Professional Development (CPD) in preparing you to access educational research to support your teaching?

The content was interesting

'Ms Smyth', middle leader, 'Liverton Secondary Academy'

"Interesting but limited practical application"

How much impact do you think the seminar is likely to have on teaching and learning in your classroom?

'discerning consumers of research' (BERA-RSA, 2014: 5)

How would you rate your training/ CPD in preparing you to assess educational research?

Standard for Professional Development: ‘underpinned by robust evidence’ (DfE, July 2016:1)

'one of the least positively rated aspects of teacher training' (NCTL October 2015:84)

Mr Phillotson, middle leader, 'Mount Carmel Specialist High School'

Mr Harrington, head teacher, Castlebay Primary School

‘The professional teacher exercises discretion and judgment to evaluate educational research’ Winch, Oancea and Orchard (2013:2)

How do you rate the following items in terms of relevance and importance to your job?

'Mr Pearson' from 'Kings' Independent

High School for Boys'

'Mr Harrington' from 'Castlebay Primary'

"I’m not shy about telling the boys that I’m I’m studying at this level. And if they can see that you are studying as a teacher... you're role-modelling "

"We meet in research teams probably once every half term. Not just teaching staff, support staff as well"

"I’m quite involved with three universities... and that stemmed from me doing my Master’s degree"

Engaging with

Winch et al.'s (2013)

'teacher knowledge':

1.Tacit knowledge

2. Technical knowledge

3. Critical reflection

3a. in action

3b. as scholarship

3c. systematic enquiry

"I find that the discipline of academic research at a high level helpful in tangential ways. Because it makes you think of things, think things through quite clearly"

"when I say, “this, this, this, that and the other is the case,” people will tend to assume that I know what I’m talking about"

Criticality

Producing

Research Lead Training at 'Hill Top High'

'There is work to do in developing a shared language for and about CPDL that includes a role for theory and criticality.' (Cordingley, 2013)

'Ms Smyth' from 'Liverton Secondary Academy'

'Grange Primary Academy':

- academics disseminate their research via seminars held after school for local classroom practitioners to attend

"examine their own practice"

Research Lead training - ‘Mr Langton’ was keen to emphasise the importance of criticality and repeated the need for a control group to ‘prove’ results, leading to participating teachers dismissing evidence not from randomised control trials (RCTs)

"there was a whole wealth of information out there that could impact upon what I was doing in my classroom and that then opened up when I started observing lessons to use as information for my dissertation"

References

"you need that sort of meatiness behind you. You need to be able to refer to valid research that backs up what you’re trying to say"

"it helped me remember what it was like to be a learner again"

'Hill Top High':

- Before-school journal club and seminars

- individual research projects part of performance management

- After-school meetings led by 'Research Lead'

- Research Lead training

- End-0f-year conference

Mr Phillotson at 'Mount Carmel Specialist High School'

'Hill Top High'

"individually"

"external... speakers"

"everyone in the school takes part in an action research project"

British Educational Research Association and the Royal Society for the Arts (2014) ‘Research and the teaching profession. Building the capacity for a self-improving education system. Final report of the BERA-RSA inquiry into the role of research in teacher education’. Available online at: https://www.bera.ac.uk/wp-content/uploads/2013/12/BERA-RSA-Research-Teaching-Profession-FULL-REPORT-for-web.pdf (accessed: 4th November 2016)

Carter, A. (2015) ‘Carter review of initial teacher training’. Available online: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/399957/Carter_Review.pdf (accessed 10th November 2016)

Cordingley, P. (2013) ‘The contribution of educational research to teachers’ professional learning and development’ Available online at: https://www.bera.ac.uk/wp-content/uploads/2013/12/BERA-Paper-5-Continuing-professional-development-and-learning.pdf?noredirect=1 (access 23rd August 2017)

Department for Education (March 2016) ‘Educational excellence everywhere’ Available online: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/508447/Educational_Excellence_Everywhere.pdf (Accessed 4th November 2016)

Department for Education (July 2016) ‘Standard for teachers’ professional development’ Available online at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/537030/160712_-_PD_standard.pdf (accessed 10th November 2016)

Goldacre, B. (2013) ‘Building evidence into education’ Available online at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/193913/Building_evidence_into_education.pdf (accessed 10th November 2016)

Hargreaves, D. (2012) ‘A self-improving school system: towards maturity’ Available online: http://dera.ioe.ac.uk/15804/1/a-self-improving-school-system-towards-maturity.pdf (accessed 23rd August 2017)

Lingard, B. and Renshaw, P. (2010) Chapter 3 pp.26-39 in Campbell and Groundwater-Smith (eds.) Connecting Inquiry and Professional Learning in Education Oxon: Routledge

McLaughlin, C. (2010). Chapter 12 pp.152-165 in Campbell and Groundwater-Smith (eds.) Connecting Inquiry and Professional Learning in Education Oxon: Routledge

Menter, I. and Hulme, M. (2010) Connecting Inquiry and Professional Learning in Education Oxon: Routledge

National College for Teaching and Leadership (October 2015) ‘Newly qualified teachers: annual survey 2015 research report’ Available online: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/477461/Newly_Qualified_Teachers_Annual_Survey_2015.pdf (Accessed 10th November 2016)

Winch, Oancea and Orchard (2013) ‘The contribution of educational research to teachers’ professional learning – philosophical understandings’ Available online: https://www.bera.ac.uk/wp-content/uploads/2014/02/BERA-Paper-3-Philosophical-reflections.pdf?noredirect=1 (accessed 24th August 2017)

Williams D. and Coles, L. (2007) Teachers' approaches to finding and using research evidence: an information literacy perspective, Educational Research, 49:2, 185-206, DOI: 10.1080/00131880701369719 Available online: http://dx.doi.org/10.1080/00131880701369719 (accessed 24/08/17)

After-school meeting, November 2016 - teachers encouraged to source research on topic already being trialled

"even if we don’t have external providers sometimes, someone’s always on hand who knows and someone will have done, through their action research"

Carter (2015) warns of teachers becoming producers before consumers of research

"I’m learning from people’s research and what they’ve done has been vast"

Producing one’s own research has also been found to motivate teachers to engage with existing research (McLaughlin, 2010)

'Producers of'

@TeacheResearch

R.M.Jackson@2015.ljmu.ac.uk

Learn more about creating dynamic, engaging presentations with Prezi