Aiming for research literacy within high quality professional development
Using research and evidence is an important professional skill for teachers and education leaders. Of particular importance is understanding the potential contribution of research and evidence to professional development. This is something that requires research literacy, including an understanding of what research is and the forms it might take.
Possibilities for research-informed professional development
Both professional development and research take many forms. Research-informed professional development (RiPD) therefore presents a rich field of possibilities for how research and evidence might contribute to professional learning.[1]
In the past decade in England and elsewhere there has been a huge increase in the profile and practical impact of RiPD. Much of this has drawn from a form of research that is typically described as ‘What Works’ or ‘evidence-based’ practice.[2] Research has been coupled with a national professional training and qualifications offer in the form of a renewed suite of centrally funded National Professional Qualifications (NPQs). Alongside this standard professional development offer, organisations such as ResearchED, universities, practitioner research networks and school-led professional development continue to offer and support a range of RiPD opportunities across the sector.