Insightful teaching – what role is there for research co-creation as professional development?
Lawson, F., Dhaliwal, M, Coates, H. and Lawson, M. 2022. Insightful teaching – what role is there for research co-creation as professional development?
|Authors||Lawson, F., Dhaliwal, M, Coates, H. and Lawson, M.|
This workshop will initially highlight how a design-based implementation approach to the co-creation of research between schools and university researchers has equipped schools with levers of change in the face of the requirement for a developed curriculum intent not just content. We highlight the potential tension between finding an approach to curriculum design that best fits the needs and experiences of individual students and teachers and implementing the findings of generalised evidence-based research.
We will discuss the process and impact of establishing a research-led co-creation partnership designed to transform curriculum practice and policy whilst maintaining teachers’ agency within a whole school approach to curriculum transformation. Drawing on our findings we argue that “best practice” for researcher- participant relationship is one where the research actively involves the participants, as a community, rather than the research being “done on” them.
Existing practitioner literature highlights the benefits of research engagement in individual schools and the importance of access to mentoring and research expertise (see Sharp et al., 2006) alongside similar guidance for the role the researcher should take in offering a ‘guiding light’ (Sanders et al., 2006). A decade later Nelson and Sharples (2017) highlight that evidence-informed practice is often divided between desk based “research” by teachers as separate from “academic research” conducted by ‘universities or professional research organisations’ (Nelson and Sharples, 2017) a model which emphasises the teachers’ role as a consumer rather than creator of rigorous research (echoed in Dimmock, 2016). We hope to show how this model of teachers (only) as consumers is outdated and a richer educational research conversation can be created in partnership.
|Keywords||Teacher education; Teacher professional development; Co-created research; Epistemic Insight; Secondary education; Pedagogy|
|Conference||CCCU Faculty of Arts, Humanities and Education Research and Enterprise conference|
File Access Level
|Funder||Templeton World Charity Foundation|
Dimmock, C., 2016. Conceptualising the research–practice–professional development nexus: mobilising schools as ‘research-engaged’ professional learning communities. Professional Development in Education 42, 36–53. https://doi.org/10.1080/19415257.2014.963884
|Publication process dates|
|Deposited||18 Jul 2022|
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