Tim Cain explores the heritage of teachers’ learning ranging from applying theory to practice to research-informed reflection, and considers the implications for professional development.
Emma Wisby and Geoff Whitty consider the whole relationship between educational research and practice, and examine the implications for professional development. In doing so they warn against the dominance of the trial based approach and argue for a broader, more dynamic view.
Jane Flood explores the wide range of factors which influence teachers’ engagement with research, and the dynamic relationship between knowledge mobilization and impact on pedagogic practice. She concludes by providing a practitioner’s checklist to help make research engagement a reality.
John Blanchard looks at how in performance management collaboration between teachers, senior leaders and governors can contribute to all involved being better prepared and lead to a more effective and rewarding experience.
John Blanchard shows how using action research, training opportunities and formal study can be used as ways of continuing to learn about learning, teaching and leadership.
Confucius, the ancient Chinese philosopher, is attributed to have said that there are three ways to acquire wisdom: ‘first, by reflection, which is noblest; second, by imitation, which is easiest; and third, by experience, which is the most bitter.’ Well-meaning tutors and mentors often tell trainee teachers that they will improve with experience.