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Extending Connections: Linking Support for Teachers Engaging in and Using Research with What Is Known About Teacher Learning and Development

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Rethinking Educational Practice Through Reflexive Inquiry

Abstract

This chapter is focussed on our developing understanding of how to support teachers engaging in and using research through both an exploration of 14 years of national developments in England and through the lens of the evidence base about continuing professional development (CPD). The national initiatives explored range from communicating research findings in a progressive ladder of accessible formats to the setting up of a centre that funded systematic reviews of research in order to provide a cumulative and consistent evidence base. It sets these alongside the range of influential initiatives designed to support teacher enquiry involving some 39,500 teachers over the two years considered for this chapter (approximately 9% of the profession). The chapter goes on to identify and explore processes key to involving the wider teaching population in using research based on findings from a number of systematic reviews about CPD carried out over the last seven years. The chapter concludes with a case study example of how the evidence base about CPD derived from these reviews was used to create a national framework for mentoring and coaching that enabled the transformation of knowledge and CPD into practice and that sets engagement with the public knowledge base at its heart.

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Notes

  1. 1.

    www.standards.dcsf.gov.uk/research/.

  2. 2.

    www.gtce.org.uk/tla/rft/.

  3. 3.

    For example www.gtce.org.uk/networks/engagehome/resources/behaviour_for_learning/.

  4. 4.

    www.eppi.ioe.ac.uk.

  5. 5.

    For example, summaries of the EPPI CPD findings have been tailored for CPD leaders, researchers and policy makers: www.tda.gov.uk/about/research.aspx.

  6. 6.

    A pattern noticed by the National Teacher Research Panel in its analysis of all first round of applications for funding (Cordingley 2001).

  7. 7.

    www.numicon.com/index.html.

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Author information

Authors and Affiliations

  1. Centre for the Use of Research and Evidence in Education, Coventry, UK

    Philippa Cordingley

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  1. Philippa Cordingley
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Correspondence to Philippa Cordingley .

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Editors and Affiliations

  1. University of Newcastle, Ourimbah, 2258, New South Wales, Australia

    Nicole Mockler

  2. Macquarie University, Sydney, New South Wales, Australia

    Judyth Sachs

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Cordingley, P. (2011). Extending Connections: Linking Support for Teachers Engaging in and Using Research with What Is Known About Teacher Learning and Development. In: Mockler, N., Sachs, J. (eds) Rethinking Educational Practice Through Reflexive Inquiry. Professional Learning and Development in Schools and Higher Education, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0805-1_15

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