Professional Development

Seeing through the hullabaloo – cultivating a culture of enquiry

Gareth Mills explores some of the challenges and opportunities of teachers engaging with research. He examines how we might separate the wheat from the chaff to nurture a genuine culture of evidence-informed enquiry and positive change. “The statements of science are not of what is true and what is not true, but statements of what is known with different degrees of certainty.” Richard Feynman
People in a meeting

Motherhood and apple pie?

On the surface, it would be reasonable to assume that there is currently widespread agreement about the need for school leaders and teachers to draw on research and evidence to inform professional practice. Players as diverse as teacher unions, professional bodies and the Secretary of State for Education promote the value of schools becoming research engaged. Indeed, it would be odd to argue against the idea that teachers should be given opportunities to become research literate, so that their pupils can enjoy lessons informed by the best evidence. 

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