Work

Developing environments for research engagement in English schools: Re-professionalising teachers’ work

Year: 2024

Type: article

Abstract: This paper examines teachers' research engagement and its relationship to teacher professionalism in the English context, drawing on qualitative semi-structured interviews with early career and experienced teachers, and with middle and senior leaders in three comparative case study sites: a school with designated teacher-researcher positions; a school sponsored by a university; and a loose network of schools where research engagement is coordinated by a key teacher. Findings indicate that whilst teachers’ research engagement is regarded as a critical component of school life across these sites, it has to be managed appropriately. Implications for the teaching profession from our findings are discussed. • Teachers' research engagement is regarded as something that brings benefits to schools and students. • Approaches to building and sustaining research-rich schools are varied in scale and embeddedness in development plans. • Teachers' research engagement varies between consumption of research and production of their own research. • Workload and mismatch of expectations are persistent obstacles in developing environments for research engagement in schools.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2024.104874

Authors: Martin Mills, Haira E. Gandolfi, Becky Taylor, Antonina Tereshchenko, Mark Hardman

Institutions: Queensland University of Technology, University of Cambridge, University College London, Brunel University of London

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,770