Reconfiguring Teaching as a Research-Based Profession Walter Humes University of the West of Scotland

Starting Points Teaching as a craft skill Teaching as a theoretically-grounded profession Building research capacity The political drive to link research, policy and practice

Teaching as a craft skill

Teaching as a theoretically-grounded profession

Building research capacity

The political drive to link research, policy and practice

Policy Developments as Indicators of Perceptions of Research Chartered Teacher Programme Assessment is for Learning Leadership Training (SQH) Curriculum for Excellence

Chartered Teacher Programme

Assessment is for Learning

Leadership Training (SQH)

Curriculum for Excellence

Attitudes of Stakeholders Teachers’ professional organisations LTS/SQA GTCS Local authorities HMIE

Teachers’ professional organisations

LTS/SQA

GTCS

Local authorities

HMIE

Preferred Types of Research Qualitative rather than quantitative Evaluations of teaching and learning Case studies Tendency to move too swiftly from critical understanding to intervention? Dominant mode – action research

Qualitative rather than quantitative

Evaluations of teaching and learning

Case studies

Tendency to move too swiftly from critical understanding to intervention?

Dominant mode – action research

Definition Action research is an investigation, based on observation of and reflection on current practice, where the researcher focuses on a ‘problem’, draws on relevant literature, then plans, implements and evaluates actions designed to improve pupils’ learning.

Action research is an investigation, based on observation of and reflection on current practice, where the researcher focuses on a ‘problem’, draws on relevant literature, then plans, implements and evaluates actions designed to improve pupils’ learning.

Strengths of Action Research Addresses real issues in a classroom setting Draws on the skill and knowledge of the teacher Focus on improving pupil learning A good form of staff development

Addresses real issues in a classroom setting

Draws on the skill and knowledge of the teacher

Focus on improving pupil learning

A good form of staff development

Limitations of Action Research Small scale – results not generalisable Researcher also a participant – problem of objectivity Practical constraints – time, resources Does the focus on pedagogy limit the potential of research?

Small scale – results not generalisable

Researcher also a participant – problem of objectivity

Practical constraints – time, resources

Does the focus on pedagogy limit the potential of research?

Anti-intellectualism Ahistorical and atheoretical nature of many policy documents The constant appeal to ‘best practice’ Marginalisation of the academic community in policy developments Attitude of some managers to teachers who pursue higher degrees

Ahistorical and atheoretical nature of many policy documents

The constant appeal to ‘best practice’

Marginalisation of the academic community in policy developments

Attitude of some managers to teachers who pursue higher degrees

Unreasonable Expectations? Research rarely provides ‘proof’ It reveals the contested nature of many educational issues The time-scale for meaningful results may not suit the policy imperatives It may be subject to political manipulation

Research rarely provides ‘proof’

It reveals the contested nature of many educational issues

The time-scale for meaningful results may not suit the policy imperatives

It may be subject to political manipulation

Enhanced Professionalism Teaching compared to other professions ‘ How?’ questions and ‘why?’ questions The discourse of ‘new’ professionalism – flexibility, collegiality, teamwork, distributed leadership

Teaching compared to other professions

‘ How?’ questions and ‘why?’ questions

The discourse of ‘new’ professionalism – flexibility, collegiality, teamwork, distributed leadership

Questions for Discussion (1) How realistic is it for the majority of teachers to engage in/with research? What forms might engagement take? Are newly qualified teachers adequately equipped to become research-informed professionals? Is the word ‘research’ a barrier for some teachers?

How realistic is it for the majority of teachers to engage in/with research?

What forms might engagement take?

Are newly qualified teachers adequately equipped to become research-informed professionals?

Is the word ‘research’ a barrier for some teachers?

Questions for Discussion (2) Would it be better to think in terms of ‘communities of enquiry’? Does the attitude of key stakeholders to research need to change? Have the Faculties of Education made a convincing case for the importance of research? If the aim is enhanced professionalism, are there alternative routes that might be pursued?

Would it be better to think in terms of ‘communities of enquiry’?

Does the attitude of key stakeholders to research need to change?

Have the Faculties of Education made a convincing case for the importance of research?

If the aim is enhanced professionalism, are there alternative routes that might be pursued?

Contact Walter Humes, School of Education, University of the West of Scotland, Beech Grove, Ayr KA8 0SR [email_address]

Walter Humes, School of Education, University of the West of Scotland, Beech Grove, Ayr KA8 0SR

[email_address]