TY - ADVS
T1 - Practitioner enquiry
T2 - embedding research in practice
AU - Wall, Kate
N1 - Part of series, Action Research: Research into Action
PY - 2023/3/14
Y1 - 2023/3/14
N2 - A common trait of expert teachers is a natural scepticism which prompts constant questioning of what they hear and do (Cochran-Smith & Lytle, 2009). For many, this leads to research as a means to find answers. I am evangelical about this process of teachers engaging in and with research (Cordingley, 2015). However, if I am going to preach about the value of research for professional learning, then I must also ensure the model of research is doable and not yet another thing on a teacher's list of things to do. As such, it cannot be predicated on activity done outside the working day, and it must be connected to learner need so that the outcomes are useful (Hall & Wall, 2019). This blog post offers four suggestions about how this can be achieved.
AB - A common trait of expert teachers is a natural scepticism which prompts constant questioning of what they hear and do (Cochran-Smith & Lytle, 2009). For many, this leads to research as a means to find answers. I am evangelical about this process of teachers engaging in and with research (Cordingley, 2015). However, if I am going to preach about the value of research for professional learning, then I must also ensure the model of research is doable and not yet another thing on a teacher's list of things to do. As such, it cannot be predicated on activity done outside the working day, and it must be connected to learner need so that the outcomes are useful (Hall & Wall, 2019). This blog post offers four suggestions about how this can be achieved.
KW - practitioner enquiry
KW - teachers as researchers
KW - practitioner
KW - enquiry
UR - https://www.bera.ac.uk/blog/practitioner-enquiry-embedding-research-in-practice
M3 - Blog Post
CY - London
ER -