HR and Staff Wellbeing

Engaging teachers with research

The teacher is at the epicentre of the learning process; and learning therefore depends first and foremost on the quality of the teacher. (UNESCO, 2007, p.15) Dr Sarah Younie, Dr Richard Proctor, Jonnie Noakes, Geraldine Davis and Jon Audain write on the development of evidence-informed practice.
Female teachers doing activity around desk

The field of education is awash with research. What is important for teachers however, is accessing the right research, in the right way, at the right time. This article presents an innovative way forward for teachers who want to develop evidence-informed practice and for those who want to be engage further with research. Teachers need to easily access research in order to enhance their professional practice. But why aren’t policy and practice in the education profession underpinned by an agreed body of research-based evidence? The answer is possibly that teaching and learning are among the most complex of all human activities (Edwards, 2011, p.135), and not the lack of original, rigorous and significant research work across the discipline of education. Questions then arise about how teachers should respond to the issue of research and developing evidence-informed practice – see Campbell 2016, in Education Today last edition, who outlines approaches to connecting research, practice and professional knowledge, and evolving knowledge mobilization in the profession. This article continues the discussion set out by Campbell (2016) and outlines how the Education Futures Collaboration charity has developed the MESH project (Mapping Educational Specialist knowHow) in order to address the issue of providing easy access to research, to help develop evidence-based practice, through a website of quality assured research summaries and an online professional network for collaboration for teachers to connect to share and critique research.  

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