Reconfiguring Teaching as Reconfiguring Teaching as a Research-Based a Research-Based

ProfessionProfession

Walter HumesWalter Humes

University of the West of University of the West of ScotlandScotland

Starting PointsStarting Points

Teaching as a craft skillTeaching as a craft skill Teaching as a theoretically-grounded Teaching as a theoretically-grounded

professionprofession Building research capacityBuilding research capacity The political drive to link research, The political drive to link research,

policy and practicepolicy and practice

Policy Developments as Indicators of Policy Developments as Indicators of Perceptions of ResearchPerceptions of Research

Chartered Teacher ProgrammeChartered Teacher Programme Assessment is for LearningAssessment is for Learning Leadership Training (SQH)Leadership Training (SQH) Curriculum for ExcellenceCurriculum for Excellence

Attitudes of StakeholdersAttitudes of Stakeholders

Teachers’ professional organisationsTeachers’ professional organisations LTS/SQALTS/SQA GTCSGTCS Local authoritiesLocal authorities HMIEHMIE

Preferred Types of ResearchPreferred Types of Research

Qualitative rather than quantitativeQualitative rather than quantitative Evaluations of teaching and learningEvaluations of teaching and learning Case studiesCase studies Tendency to move too swiftly from Tendency to move too swiftly from

critical understanding to critical understanding to intervention?intervention?

Dominant mode – action researchDominant mode – action research

DefinitionDefinition

Action research is an investigation, Action research is an investigation, based on observation of and based on observation of and reflection on current practice, where reflection on current practice, where the researcher focuses on a the researcher focuses on a ‘problem’, draws on relevant ‘problem’, draws on relevant literature, then plans, implements literature, then plans, implements and evaluates actions designed to and evaluates actions designed to improve pupils’ learning.improve pupils’ learning.

Strengths of Action ResearchStrengths of Action Research

Addresses real issues in a classroom Addresses real issues in a classroom settingsetting

Draws on the skill and knowledge of Draws on the skill and knowledge of the teacherthe teacher

Focus on improving pupil learningFocus on improving pupil learning A good form of staff developmentA good form of staff development

Limitations of Action ResearchLimitations of Action Research

Small scale – results not Small scale – results not generalisablegeneralisable

Researcher also a participant – Researcher also a participant – problem of objectivityproblem of objectivity

Practical constraints – time, Practical constraints – time, resourcesresources

Does the focus on pedagogy limit the Does the focus on pedagogy limit the potential of research?potential of research?

Anti-intellectualismAnti-intellectualism

Ahistorical and atheoretical nature of Ahistorical and atheoretical nature of many policy documentsmany policy documents

The constant appeal to ‘best The constant appeal to ‘best practice’practice’

Marginalisation of the academic Marginalisation of the academic community in policy developmentscommunity in policy developments

Attitude of some managers to Attitude of some managers to teachers who pursue higher degreesteachers who pursue higher degrees

Unreasonable Expectations?Unreasonable Expectations?

Research rarely provides ‘proof’Research rarely provides ‘proof’ It reveals the contested nature of It reveals the contested nature of

many educational issuesmany educational issues The time-scale for meaningful results The time-scale for meaningful results

may not suit the policy imperativesmay not suit the policy imperatives It may be subject to political It may be subject to political

manipulationmanipulation

Enhanced ProfessionalismEnhanced Professionalism

Teaching compared to other Teaching compared to other professionsprofessions

‘‘How?’ questions and ‘why?’ How?’ questions and ‘why?’ questionsquestions

The discourse of ‘new’ The discourse of ‘new’ professionalism – flexibility, professionalism – flexibility, collegiality, teamwork, distributed collegiality, teamwork, distributed leadershipleadership

Questions for Discussion (1)Questions for Discussion (1)

How realistic is it for the majority of How realistic is it for the majority of teachers to engage in/with research?teachers to engage in/with research?

What forms might engagement take?What forms might engagement take? Are newly qualified teachers Are newly qualified teachers

adequately equipped to become adequately equipped to become research-informed professionals?research-informed professionals?

Is the word ‘research’ a barrier for Is the word ‘research’ a barrier for some teachers?some teachers?

Questions for Discussion (2)Questions for Discussion (2)

Would it be better to think in terms of Would it be better to think in terms of ‘communities of enquiry’?‘communities of enquiry’?

Does the attitude of key stakeholders to Does the attitude of key stakeholders to research need to change?research need to change?

Have the Faculties of Education made a Have the Faculties of Education made a convincing case for the importance of convincing case for the importance of research?research?

If the aim is enhanced professionalism, are If the aim is enhanced professionalism, are there alternative routes that might be there alternative routes that might be pursued?pursued?

ContactContact

Walter Humes, School of Education, Walter Humes, School of Education, University of the West of Scotland, University of the West of Scotland, Beech Grove, Ayr KA8 0SRBeech Grove, Ayr KA8 0SR

walter.humes@uws.ac.uk