Research engagement for the school teacher and its role in the education community

Jonathan  Firth; Education in the North

doi:10.26203/9n65-7362

Research engagement for the school teacher and its role in the education community

Jonathan Firth^* (Corresponding Author), Education in the North

^*Corresponding author for this work

Hutchesons’ Grammar School

Research output: Contribution to journal › Feature › peer-review

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Abstract

This feature article discusses whether teacher professionalism can and should include research engagement as part of a broader conception of the teacher's role. The importance of teachers' awareness of research is considered, and an argument is put forward that more active forms of research engagement are likely to have better outcomes in terms of professional learning and skills. The various forms that teacher research could take are briefly discussed, and the establishment of a research centre at the author's school is presented as one possible model for increasing teachers' research engagement. Barriers to teacher research are also considered

Original language	English
Pages (from-to)	161-166
Number of pages	6
Journal	Education in the North
Volume	23
Issue number	2
DOIs	https://doi.org/10.26203/9n65-7362
Publication status	Published - 1 Dec 2016

Keywords

Teacher research
professionalism
autonomy
evidence-based practice
schools

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10.26203/9n65-7362Licence: CC BY-NC

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This is an open-access article distributed under the terms of the Creative Commons Attribution-Noncommercial License (https://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited.
Final published version, 227 KBLicence: CC BY-NC

Cite this

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Research engagement for the school teacher and its role in the education community

Abstract

Keywords

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