Raising Standards Together

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MEP learning pack

Masters in Educational Practice: Professional learning

2

Teachers as researchers

2.7

Summary

Key points from this section include the following.

  • Teachers should draw upon their own reflective practice and research with a view to improve the quality of teaching and learning.
  • Research draws on both qualitative and quantitative sources.
  • Our understanding of teaching and learning has been informed by research findings over recent years.
  • Action enquiry enables practitioners to undertake their own research in a systematic way.
  • Educational researchers use a range of tools to collect and analyse data including interviews, questionnaires, observations and technologies.
  • All education research should be conducted in an ethical manner and researchers should follow guidance, for example provided by the British Education Research Association (BERA).

References

  • Adey, P. and Dillon, J. (2012) Bad Education, Maidenhead: Open University Press
  • Bartlett, J. and Miller, C. (2011) Truth, lies and the Internet, London: Demos
  • Beadle, P. and Murphy, J. (2013) Why are You Shouting at Us?: The Dos and Don’ts of Behaviour Management, London: Bloomsbury
  • Christodoulou, D. (2014) Seven Myths About Education, Abingdon: Routledge
  • Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education, Abingdon: Routledge
  • Cordingley, P. and Groll, A. (2014) Teacher Enquiry is the Key to Learning, London: Curee, (accessed 10 November 2014)
  • Dolowitz, D., Buckler, S. and Sweeney, F. (2008) Researching Online, Basingstoke: Palgrave MacMillan
  • Dewey, J. (1933) How We Think. A restatement of the relation of reflective thinking to the educative process (Revised edn.), Boston: D. C. Heath
  • Estyn (2014) A Self-Evaluation Manual for Primary Schools, Cardiff: Estyn
  • Goldacre, B. (2009) Bad Science, London: Harper Perennial
  • Governors Wales (2012) Governors’ Guide on the Use of Performance Data
  • Grigg, R. (2015) Becoming an Outstanding Primary Teacher, Abingdon: Routledge
  • Hopkins, D. (2013) Exploring the Myths of School Reform, Maidenhead, McGraw-Hill Education
  • Lees, H. (2013) Silence in Schools, Stoke-on-Trent: Trentham Books
  • MacBeath, J. (2013) Education and Schooling: Myth, heresy and misconception, Abingdon: Routledge
  • Morris, A. (2009) Evidence Matters: Towards informed professionalism in education, London: CfBT, (accessed 15 November 2014)
  • Moon, J. (2004) A Handbook of Reflective and Experiential Learning, Abingdon: Routledge
  • NASUWT (2014) The use of international benchmarking data in Wales, London: NASUWT
  • Newby, P. (2010) Research Methods for Education, Harlow: Pearson
  • OECD (2014) Improving Schools in Wales: An OECD Perspective, Paris: OECD
  • Rolfe, G., Freshwater, D. and Jasper, M. (2001) Critical Reflection in Nursing and the Helping Professions, Basingstoke: Palgrave Macmillan
  • Schön, D. (1983) The Reflective Practitioner: How professionals think in action, London: Temple Smith
  • Wheater, R. (2013) ‘Pisa why context is everything’, 5 December 2013

Further reading

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