'Reconfiguring teaching as a research based profession: possibilities, problems and politics.' (National Education Conference, 28 May 2009)

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    'Reconfiguring teaching as a research based profession: possibilities, problems and politics.' (National Education Conference, 28 May 2009) - Presentation Transcript

    1. Reconfiguring Teaching as a Research-Based Profession Walter Humes University of the West of Scotland
    2. 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
    3. Policy Developments as Indicators of Perceptions of Research
      • Chartered Teacher Programme
      • Assessment is for Learning
      • Leadership Training (SQH)
      • Curriculum for Excellence
    4. Attitudes of Stakeholders
      • Teachers’ professional organisations
      • LTS/SQA
      • GTCS
      • Local authorities
      • HMIE
    5. 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
    6. 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.
    7. 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
    8. 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?
    9. 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
    10. 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
    11. Enhanced Professionalism
      • Teaching compared to other professions
      • ‘ How?’ questions and ‘why?’ questions
      • The discourse of ‘new’ professionalism – flexibility, collegiality, teamwork, distributed leadership
    12. 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?
    13. 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?
    14. Contact
      • Walter Humes, School of Education, University of the West of Scotland, Beech Grove, Ayr KA8 0SR
      • [email_address]

    + GTC ScotlandGTC Scotland, 6 months ago

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