St Peter’s School Bournemouth attended an Expansive Education lecture in Bournemouth in May 2015. Here an example of what they started this academic year in school based on research at the University of Winchester by Bill Lucas and Guy Claxton.
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In our latest member digest we have suggested many ways in which teacher professional development may be enhanced through the use of action research based, collaborative inquiry and professional learning communities. In addition to the sources cited, the Expansive Education Network also draws on its practitioner community. At a recent event educators identified their 10 Top Tips for ensuring success in introducing action research
for professional teacher learning in a school or college.
|1. Dedicate time to CPD to demonstrate that it is valued as much as ‘playing the Ofsted game’
|2. Model the action research behaviours in front of colleagues you want to convince
|3. Provide opportunities for teachers to personalise CPD activity to their own interests
|4. Share results of CPD activity in a range of different ways
|5. Celebrate the results and publish the outcomes of teachers’ action research inquiries
|6. Review midway through the programme and adapt and change it if necessary
|7. See it as integrated with what you already do, not in addition
|8. Teachers can act as a model for their students if they demonstrate taking ownership of their own professional development
|9. Acton research should be considered to be part of the job of teaching
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Curee: The contribution of research to teachers’ professional learning and development
This paper summarises findings from several systematic
research reviews about the contribution of research to
effective continuing professional development (CPD)
activities and their impact on teachers’ professional
learning and outcomes for pupils. It starts with a review
of how teachers engage in and with research as part of
CPD, how teachers and researchers shape professional
learning activities and identifies key processes linked
to positive outcomes. Finally it explores how different
research contributions can be developed to make a more
visible contribution to CPD.
Adapted from an article for the Secondary English Magazine
(Vol 10 No 1 Oct 2006)
Caroline Daly, Institute of Education University of London
Teachers as researchers
What should inform the decisions made by teachers about how to develop their practice? If teachers are to make informed decisions, we need to ask – informed by whom? How can teachers inform themselves and each other about good ideas for developing teaching, and reflect more critically on the skills they use everyday in their own classrooms?
CUREE say: our research has identified a number of barriers to an evidence-based approach.
For example, large-scale international evidence highlights that time, inadequate facilitation, difficulties with research methods and processes, and diverse foci are the main obstacles to engagement in and with research (Bell et al., 2010). A survey of over 1000 practitioners found that time and access to research were significant barriers (NTRP, 2011).
National Teacher Research Panel [NTRP]. (2011) Habitats for teacher research: teacher perspectives on research as a sustainable environment for CPD. [Online]. Coventry: Centre for Use of Research and Evidence in Education [CUREE].