Evaluation & Research in Education, 15(2), 69-83, Nias, J. and Groundwater-Smith, S. Practitioner Enquiry Niamh McHugh Group 2; Growth Mindset Question: . (2010) defined enquiry as a strategic finding out, a shared process of investigation that can be explained or defended. Here we want to explain the nature of practitioner enquiry, and why we see it as such an important approach to professional learning. What didnt work and why? (1916) Democracy and Education Carbondale, IL: Southern Illinois University. Our research focus for the next 3 years supports that ambition and focuses on the following themes: Theme 1. What works or what's worked? . The University of Strathclyde is a charitable body, registered in Scotland, number SC015263. Marilyn Cochran-Smith is the Cawthorn Professor of Teacher Education at Boston College in the USA. We believe that when you have a systematic review saying, for example, that self-regulation and metacognition have a range of effect sizes from 0.44 to 0.71 (Higgins et al. In the second, teachers still consider research as other but write it off as alien, irrelevant and in worst cases, threatening to practice. Fundamentally we see the enquiry cycle as having good fit onto the plan-do-review cycle that is core to how we teach, how we implement our practice (Baumfield et al. Throughout early 2021, the School of Education are running a series of CLPL sessions to support interested colleagues throughout the education system. Our role in making this a reality is to offer . Here practitioner enquiry tends to be driven by structures and organisations. Timperley, H.S. (2010) Literature review on teacher education in the twenty-first century, Edinburgh: The Scottish Government, Morrison, K. (2001). Baumfield, V., Hall, E. and Wall, K. (2012) Action Research in the Education: Learning through Practitioner Enquiry (2nd Edition). In this way we are fulfilling Stenhouses (1981) blueprint of systematic enquiry made public (Stenhouse 1983). Think of an issue or aspect you might want to change (individual learner, group, class, school?). It is supported by an adaptable PowerPoint presentation explaining the process of establishing Practitioner enquiry in an educational setting., The guide will be of use to anyone embarking on Professional enquiry as a means to enhancing their own professional learning. Practitioner enquiry is one of the key elements in the new Professional Standards and in Scottish Education policy. Evidence from education in the United Kingdom. These changes present new . Use of research-based information by school practitioners and determinants of use: a review of empirical research. Please read our Cookie Policy. 2016) and the positivist tradition in education (Morrison 2001; Spybrook et al. We are not recommending research on every lesson or all the time. In Boyd, P. and Szplit, A., International Perspectives: Teachers and Teacher Educators Learning Through Enquiry, Kielce-Krakow: 35-62, Lord Hope building (level 5) 141 St James Road GLASGOW G4 0LT, T:+44 (0) 141 444 8100E: hass-courses-edu@strath.ac.uk. Practitioners evaluate their own practice through this approach as well as the impact of their interventions on the children and young people they work with. We see two dominant standpoints on practitioner enquiry with a potential lack of transfer between the two resulting in a lack of opportunity for sustainability (Wall 2018). These cookies track visitors across websites and collect information to provide customized ads. London, Education Endowment Foundation. These are research terms that are more positivist in their epistemology, and as such imply a position of distance between the researcher and the researched to avoid bias, increase reliability and encourage generalisability. It is a participatory process and allows for input from all those involved. Testing the Connections between Professional Learning and Practitioner Research, Scottish Educational Review 45 (2), 36-49. A range of strategies, interventions, questions and examples to support the development of a literacy-rich curriculum in P1-3. The National Model for Professional Learning released by education Scotland this year also cites Practitioner Enquiry as integral to continued development of both lead learners (teachers) and pupils Steps within Practitioner Enquiry Identify something, an issue or observation you have and form an enquiry question eg what is the impact of . This paper explores the relationship between established teachers' professional learning and their use of practitioner enquiry, or action research, as a means of improving the quality of their classroom teaching. Which tool or which way of using a tool will best support this? Back, HomeOur SchoolCurriculumPupilsFamily LearningCommunicationContact, Braes High School,Brightons,Falkirk,FK2 0DA,United Kingdom, 01324 719551 braeshighschool@falkirk.gov.uk, CLPL - Professional Development at Braes High, Braes High School | Braes High School | Secondary School Falkirk | Falkirk Education. . As is often the case, a meaningful and organic translation sits somewhere between the extremes: chosen by the practitioner, mediated by the research support team. Teachers being and becoming enquiring practitioners is at the heart of that. Practitioners are paid to teach; they are remuner-ated as a function of their contract of service with an employing authority. and SPRAY, C.M., 2017. 2016), but politely suggests that practitioner enquiry is about doing something different, but complementary, to this. ISBN. The guidance details a step by step process in utilising Practitioner enquiry and asks the reader to consider why they should engage in this approach, explores how it works and provides opportunity to find out more information. Craword-Garret, K., Anderson, S., Grayson, A., & Suter, C. (2015). Dagenais, C., Lysenko, L., Abrami, P. C., Bernard, R. M., Ramde, J., & Janosz, M. (2012). In Authority, education and emancipation, Edited by: Stenhouse, L. 178 London: Heinemann. Why what works wont work: Evidencebased practice and the democratic deficit in educational research. However, beyond those already in the enquiry camp, some practitioners are turned away from practitioner enquiry because of the use of research: the term itself forming an obstacle. A colleague reading our work needs to understand the link weve made between the outcome and the measure, so we need to present our thinking in a transparent way, acknowledging the variables that might be an influence. D.H., (1929) Pansies (450 in the Complete Works), Menter, I., Elliott, D., Hulme, M. and Lewin, J. "It's helping me more and it's helping the class behave better" - M. "It's helping people get their heads down and people are helping with more chores, like holding the door open and tidying up" - E. "People don't do things just to get a point, it makes people nicer in class and tidy up more" - L. WARBURTON, V.E. The handbook of global education policy, 128-144. This is far better publicised, easier to grasp, and as such is probably more dominant in the professions consciousness. 2012: Figure 2). Act 2000, has set a new context for the Scottish education system and hence for educational research. (2012) found that practitioners with an inquiry standpoint were more likely to have positive views on research and therefore were more likely to use it to inform their practice. These are by no means the only programmes that include elements of practitioner enquiry, but they are examples of programmes that have been recently revised to make the focus on enquiry more explicit, in-line with wider changes in Scottish education. Encouraging Registrant Engagement with Research. (2016). Practitioner EnquirySelf-evaluation has been on our improvement agenda for several years and we have been an enquiring school since the project work completed by the Lead Teachers based on active engagement of pupils and the formation of our TLC groups which had run for 10 years previously. and the whats going on? It is only when the lenses provided by different types of research are taken together then the two perspectives provide a more convincing and useful way forwards (Thomas, 2016). Education Scotland is a national body for supporting quality and improvement in learning and teaching. London: Sage. Advertisement cookies are used to provide visitors with relevant ads and marketing campaigns. These cookies will be stored in your browser only with your consent. Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. Spybrook, J., Shi, R., & Kelcey, B. Standards in Scotland's Schools etc. 9781839600869. For us what it also does is encourages parallels between the learning of children and young people and professional learning, and therefore supports productive connections in the pedagogy used (Wall and Hall, 2016). The model worked well and the probationers found it helpful, e.g. Theme 3. This resource is an introductory guide to Practitioner enquiry. Whilst the term 'practitioner enquiry' is not new to the Scottish education system what is now proposed is distinctly different in three key ways: the underpinning principles and aims of practitioner enquiry are stated for This cookie is set by GDPR Cookie Consent plugin. Rather than lament this lack of detachment, however, we should embrace the strengths of practitioner-researcher positioning: the unique insight, the access to perspectives, evidence and experience that might otherwise not be considered and the closeness to action in regards iterative development and understanding. Other uncategorized cookies are those that are being analyzed and have not been classified into a category as yet. Practitioner Enquiry was highlighted in Teaching Scotland's Future (Donaldson, 2010) as a way to support teachers to become more engaged with research, to support their own learning and ultimately pupil experiences. Develop the question into a possible intervention or change? (2008) Teacher Professional Learning and Development, Geneva: The international Bureau of Education, Wall, K. (2018) Think Piece: practitioner enquiry, Scotland: GTCS. Cordingley, P. (2015). Journal of Teaching in Physical Education, 36 . 9781786523372. SC006187. (2009) Inquiry as Stance: Practitioner Research for the Next Generation, London: Teachers College Press. A practitioner enquiry approach to professional learning in education has become increasingly . Supporting documents. Within both types of practitioner enquiry there is an assumption that the approach will lead to an engagement with research as a means to generate answers to pertinent questions of practice (Nias and Groundwater-Smith, 1988). Did your forms of evidence let you see what you wanted to see. Sahlberg, P. (2016). And made me reflect on there never has been a better time in Scottish education for professional learning. Randomised controlled trials for evidence-based education: some problems in judging 'what works'. Practitioner enquiry is not about undertaking large scale experiments to explore high-level trends in education, but rather it is about exploring these ideas in detail, in the real-life context of practice. This cookie is set by GDPR Cookie Consent plugin. (1988) The Enquiring Teacher: supporting and sustaining teacher research. Learning Directorate. But opting out of some of these cookies may affect your browsing experience. Here practitioner enquiry tends to be driven by structures and organisations. This cookie is set by GDPR Cookie Consent plugin. ISBN. Further information onthis topiccan be found by following the link below or by contacting the Educational Psychology Service: Practitioner Enquiry with probationer teachers. Indeed one of the critiques we would level at the project stance on practitioner enquiry approach is that is seems to imply an on/off model of enquiry; rather it would seem more pragmatic to think about a dialling up and down of the research element depending on the motivation of the enquirer and the qualities required of an answer to any particular enquiry question. This could be research-informed and/or involve a research process undertaken by practitioners (Cordingley, 2015, Hall, 2009). The broader aim of the Practitioner Enquiry programme is that practitioners will develop skills in research methodology which they can then continue to apply to their own improvement agenda. In our work with practitioners, we have seen forms of translation along a continuum: from importing lab-coats and duelling banjos. Foreword by the Deputy First Minister and Cabinet Secretary for Education and Skills. Teacher education and what it means to be a teacher in Scotland is being reconceptualised. To read more about one of the projects, please follow the link below: Educational Psychology Service The title of her presentation was 'Inquiry as Stance: Local and Beyond.' Procedia, social and behavioral sciences.,217, 903-909. Available at: http://www.gtcs.org.uk/web/FILES/research/practitioner-enquiry-think-piece-kate-wall.pdf, Wall, K. and Hall, E. (2016) Teachers as Metacognitive Role Models, European Journal of Teacher Education, 39(4): 403-418, Wall, K. and Hall, E. (2017) The teacher in teacher-practitioner research: three principles of inquiry. Practitioner enquiry helps to create a space to stop and look again at existing ways of working. In our previous post, we explained how a focus on practitioner enquiry has come to underpin the School of EducationProfessional Graduate Diploma in Education (PGDE) and PGCert in Supporting Teacher Learning. OK. Oxford Review of Education, 41(2), 234-252. Sage. Are we trying to measure, to scaffold learning, to change perspectives, to generate new ways to interact? This is difficult in a system dominated by the language of evaluation, measurement and intervention as promoted in the GERM agenda (for example, Sahlberg 2016). Our newsletters provide the latest information on education news and events, as well as details of resources and activities to help you support your child's learning. It is argued by McLaughlin et al (2004) that teachers who engage in research have 'better understanding of their practice and ways to improve it'. (2010) defined enquiry as a strategic finding out, a shared process of investigation that can be explained or defended. Cochrane-Smith, M. and Lytle, S.L. In 1916, Dewey first discussed the importance of teachers engaging in pedagogic enquiry to fully understand processes and outcomes in their classrooms. of the Practitioner Based Enquiry are an expectation for the Journal. Evidence & Policy: A Journal of Research, Debate and Practice, 8(3), 285-309. Introduction. However, you may visit "Cookie Settings" to provide a controlled consent. (1938/1991) Logic, The Theory of Enquiry Carbondale, IL: Southern Illinois University Press. Dumbarton Road By using this service or This resource will be most useful for practitioners and leaders of learning.. The cookie is used to store the user consent for the cookies in the category "Performance". Practitioner Enquiry is a key part of 'The Standard for Career-Long We need to value and privilege our knowledge of the pedagogic process, of the context and the children and young people in our care, to value our insider knowledge as fundamental to a practitioner enquiry approach. (2008). education practitioners routinely do in classrooms. Menter et al. Figure 2: Practitioner enquiry as building on the process of plan-do-review. Implicit theories of ability in physical education: Current issues and future directions. Dewey, J. Our belief is that practitioners are like Dorothy in the Wizard of Oz, she had everything she wanted already and the tools and potential to make the everyday an adventure. This is an orientation much more directly associated with research, via the language of strategic enquiry. This is an orientation much more directly associated with research, via the language of strategic enquiry. Ditto issues of appropriate method- London: BERA. Arnott, L. and Wall, K. The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit. Practitioners are constantly asking questions which could arise from pressing problems - the learner, stuck and frustrated, right in front of you - or from the growing awareness of a pattern in the classroom - the tried and tested has gone stale for learners and teacher alike. It allows for an on-going process of selfevaluation where you appraise yourself and your own performance. Visible learning: A synthesis of over 800 meta-analyses relating to achievement. The key notion therefore, . If the intent is inherently pedagogical then tools and processes should be evaluated against what is pedagogically appropriate in that setting. Enquire's vision is that all children in Scotland are supported, included, and listened to throughout their education. Underlying this approach is an increasing belief by teachers in the benefits of this way of working (Watkins, 2006). You also have the option to opt-out of these cookies. Research strands and methods. The other view is practitioner enquiry as project. Figure 1: Scottish Professional Learning Model (Education Scotland, 2019). Reflect think about whats happening in your class: when, what, who, why? Problem solving and exploratory questions - the how can I fix this? We also use third-party cookies that help us analyze and understand how you use this website. Available at: https://www.scelframework.com/about/the-model-of-professional-learning/, Hall, E. (2009) Engaging in and engaging with research: teacher inquiry and development Teachers and teaching: theory and practice, 15, 6, 669-682, Hall, E. and Wall, K. (2019) Research Methods for Understanding Professional Learning, Bloosbury. Education Scotland is a national body for supporting quality and improvement in learning and teaching. University partners might be expected to: be able to negotiate, explore and refine the focus. the underpinning principles and aims of practitioner enquiry being discussed and shared; incorporation into the day-to-day practice of teachers and other education professionals; and. We need, therefore, to think about the different purposes for which practitioner enquiry might be applied and how different understandings of research might be used and we hope that by linking to the idea of play, in regards the dominant pedagogy of the phase and in regards the nature of professional learning recommended, we encourage a productive synergy for both. For details and dates of these sessions, click here (ADD LINK TO CLPL). Dewey, J. Understanding my child's rights to support; . It does not store any personal data. have: engaged in self-evaluation procedures within the class engaged in self-evaluation at departmental and whole school level SE procedures are embedded in our daily workThis model of Self Evaluation is integral to the improvement of outcomes for our learnersPractitioner Enquiry is widely accepted as one of the most effective ways of improving practice for all and plays a big part in improvement methodologies cited in all three GTCS Standards and HGIOS4 documents.The National Model for Professional Learning released by education Scotland this year also cites Practitioner Enquiry as integral to continued development of both lead learners (teachers) and pupilsSteps within Practitioner Enquiry Identify something, an issue or observation you have and form an enquiry question eg what is the impact of single sex groupings in class work Collect data - empirical or anecdotal Carry out professional reading and research into the particular area you want to enquire about Identify interventions or strategies to be trialled and trial them Analyse results - what impact did your intervention have Share findings - with peers through PEGs, FHs, depts. Continue the processPractitioner Enquiry is an important evaluation tool for us as a school as it begins to impact on our teacher, department and whole school improvement planning. Practitioner enquiry becomes more realistic when we see the productive connections it has with normal practice (Wall and Hall 2017); when it is not something else to fit onto the long list of things to do and the outcomes feel useful in helping to progress practice. It is not possible to transfer a teacher and class into a research laboratory to create experimental conditions: even if we could, this would not iron out the complexities of what each individual brings into the lab from their previous experiences. While there is nothing to prevent enquiries becoming cumulative and connecting to career long professional learning (Reeves and Drew 2013) this cumulative process is not designed in: with the focus on the project outcomes, what happens to the enquirer when the module finishes or the organisation moves on? Rather we would suggest a position that recognises the usefulness of the meta-analyses of for example, Hattie (2008), the Education Endowment Foundation (Higgins et al. Originating in the work of researchers such as Cochrane-Smith and Lytle (2009), this position suggests practitioner enquiry is an epistemological stance, a way of understanding the world and how it is made up, arguably a way of being that is tied up with views of democratic purpose and social justice. This website uses cookies to improve your experience while you navigate through the website. Practitioner enquiryis evident in the Professional Standards and in Scottish Education policy. It is a way forward to support teachers to become more engaged with research to support their own learning and ultimately pupil experiences. Engaging with Practitioner Enquiry in a formal sense became the next logical phase of our improvement model.Staff, pupils and depts. Advice for parents and carers in Scotland - Advice for parents of children who have, or might have, additional support needs. However, the extent to which it works in your context will depend on multiple things worthy of examination in detail. (2021)Research Through Play: Participatory Methods in Early Childhood. She has been developing her theories and practice regarding practitioner enquiry since the mid 1980s and has published and edited many books and papers on this subject. Menter et al. Practitioner enquiry therefore has the potential to turn research work into an absorbing game (Lawrence, 1929). 2016), then it is a good bet to focus on in your practitioner enquiry. In the first, teachers reify research and researchers as other and better and import a set of research assumptions, tools and analysis methods wholly inappropriate for the context in which they work. London: Routledge, Reeves, J. and Drew, V. (2013) A Productive Relationship? In Scotland, the new National Professional Learning Model (Education Scotland, 2019; see Figure 1) has the concept of research engagement embedded within it including a range of structures and prompts, formal and informal, to facilitate this engagement. What ideas are you having about how you might evidence change? BERA-RSA. GTC Scotland's strategic aim is to inspire world-class teaching professionalism. It is a way forward to support teachers to become more engaged with research to support their own learning and ultimately pupil experiences. If you are raising a concern about the safety or wellbeing of a child, please contact police or social work, who will investigate the concern. When researching real life, we have to accept complexity. The scientist in a white lab coat having minimal impact on the context and process under investigation is not easily transferable to the practitioner researcher. Reeves and Drew (2013) carried out research, in which they explored the impact of various aspects of practitioner enquiry in Scotland . For example: Why do the children in my class ? Educational theory, 57(1), 1-22. Practitioner enquiry is situation specific: it enables you to examine your own situation and develop your understanding of your context. Resource Introduced. The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional". To ensure this model of turning up and down the research dial within practitioner enquiry is manageable it needs to be flexible depending on the nature of the enquiry question, and the answer required, as well as to the context in which it is being undertaken and the personal epistemologies of the person undertaking the enquiry (what evidence convinces you?). Dates are in the diary to run this again next session. This involves working with teachers and early childhood educators to promote enquiry skills in order that they can then systematically investigate a problem area in their own setting. Hattie, J. With each starting point there is likely to be a range of possible factors which might be explored and a number of measures that could be used. This cookie is set by GDPR Cookie Consent plugin. Practitioner enquiryis evident in the GTCS Standards and in Scottish Education policy andis an area of professional learning which was highlighted in Teaching Scotlands Future (Donaldson, 2011) as a way forward to support teachers to become more engaged with research to support their own learning and ultimately pupil experiences. A refocus is needed on what research is trying to do when undertaken by a teacher to explore their practice. Research as a basis for teaching. A resource to support practitioners engage in professional dialogue and collaborative practitioner enquiry on Learning through Play at the early stages of primary. We were delighted with the range and quality of the posters and the work displayed by the probationers at their showcase in March. The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It has a . How well did your enquiry planning work out? Read online, books, journals, summaries, abstracts. The cookie is used to store the user consent for the cookies in the category "Other. Katsipataki, M., & Higgins, S. (2016). Necessary cookies are absolutely essential for the website to function properly. Would you like to engage more with practitioner enquiry? This means that the enquirer needs to work through a number of choices in deciding on the most appropriate question for their study. A short, practitioner-focused research briefing which summarises research on differentiated learning and considers how it could be used to improve learner outcomes in numeracy and mathematics. These cookies help provide information on metrics the number of visitors, bounce rate, traffic source, etc. Education ScotlandDenholm HouseAlmondvale Business ParkAlmondvale WayLivingston, EH54 6GA, Scotland, We use cookies to ensure that we give you the best experience on our website.If you continue to use this website, we'll assume that you are happy to receive these cookies.Accept & Close Find out more, To investigate new strategies and initiatives, Practitioner Enquiry in East Dunbartonshire Council An Introductory Guide, look at other resources and/or research literature to identify possible reasons and solutions, identify and implement a strategy to attempt to improve the issue, To empower teachers and encourage them to challenge and transform education, To provide a way for teachers to monitor and develop their own practice. The Educational Psychology Service is currently providing Practitioner Enquirysessions for all Probationer teachers in Stirling Council. This is one councils approach to introducing Professional enquiry to their teaching workforce. On the one hand we have practitioner enquiry as stance. be able to provide subject expertise and/or access to expertise and curriculum knowledge. (2014). The global educational reform movement and its impact on schooling. Progress in the past decade: an examination of the precision of cluster randomized trials funded by the US Institute of Education Sciences. By clicking Accept All, you consent to the use of ALL the cookies. Wolfcraig Building The advice on how to develop an aim was incredibly useful, Helped me think about data collection, implement and expand on it to create my professional enquiry. Those practitioners who do not already have an enquiry identity have to perform some kind of translation to achieve a degree of fit with this uncomfortable term. The probationers were all asked to complete a storyboard poster to display their project. Gayle Gorman, HMIe Chief Inspector, Education Scotland (April 2018)It made me consider the importance and value of professional learning and the huge potential we have already within our education system. Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education. . Inaugural lecture from University of East Anglia. Research and the teaching profession: Building the capacity for a self-improving education system. are part of the teachers innate enquiry process. There is no right or wrong pathway through this process, but you must be clear about the decisions that you have made and why. Practitioner enquiry is evident in the Professional Standards and in . Biesta, G. (2007). The General Teaching Council for Scotland, The General Teaching Council for Scotland - Registered Scottish Charity No. It is collaborative. The aim of this enquiry was to identify if there was an impact on pupils responses to embracing . Teacher education and what it means to be a teacher in Scotland is being reconceptualised and teachers being and becoming enquiring practitioners is at the heart of that. Our Research. Higgins, S., Katsipataki, M., Villanueva-Aguilera, A.B., Coleman, R., Henderson, P., Major, L.E., Coe, R. & Mason, D. (2016). closing this message you consent to our use of those cookies. The contribution of research to teachers professional learning and development. Its strength, and also its challenge, is the close connection between practice and research as the practitioner-researcher takes an embedded and influential position integral to what is under investigation. Strategies and interventions which can support teachers and practitioners. Published 28 June 2016. Stirling Educational Psychology Service (EPS) is committed to raising the attainment of all children and young people in Stirling. How do you know? acknowledges that educational research is a diverse field of inquiry, is informed by a number of disciplines, drawing upon a range of theoretical . Postgraduate research & PhD opportunities, https://www.scelframework.com/about/the-model-of-professional-learning/, http://www.gtcs.org.uk/web/FILES/research/practitioner-enquiry-think-piece-kate-wall.pdf, Design, Manufacturing & Engineering Management, Naval Architecture, Ocean & Marine Engineering, Strathclyde Institute of Pharmacy & Biomedical Sciences, Strathclyde Executive Education & Development, The Nature and Purpose of Practitioner Enquiry. The GTCS highlights key reasons why Practitioner enquiry is becoming a widely accepted and popular form of teacher learning and development within Scotland: To empower teachers and encourage them to challenge and transform education; To provide a way for teachers to monitor and develop their own practice Through adopting an enquiring stance to challenge and inform their professional practice, teachers individually and collaboratively develop knowledge to enhance, progress and lead the learning experiences of all their learners . Transformational practice: critical teacher research in pre-service teacher education, Education Action Research, 23(4), 479-496. Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education. For some teachers, enquiry may promote levels of critical reflection that are 'transformative'. Supporting documents. The move towards standardized testing and the 'what works' agenda (Biesta 2007; Katsipataki and Higgins 2016) in many systems around the world means that the common discourse of research most practitioners are familiar with is not sensible or even possible within a practitioner enquiry frame. This article is written in response to a recent report on a review of teacher education in Scotland undertaken by Graham . Thank you to Lorna Arnott and Sage for giving us the go ahead to include a section from Research Through Play: Participatory Methods in Early Childhood (details available in full reference below). What might be causing this issue? Practitioner enquiry is any form of evaluation which includes the following steps: The GTCS highlights key reasons why Practitioner enquiry is becoming a widely accepted and popular form of teacher learning and development within Scotland: PDF file: Practitioner Enquiry in East Dunbartonshire Council (1.4 MB), PowerPoint presentation: Attainment, Achievement and Equity for All (1.5 MB). Conducting practitioner enquiry and action research, whether individually or collaboratively. If you are researching your own practice, then you are immersed in the context and integral to the very thing that you are exploring, to try and be true to a viewpoint that fundamentally requires something alternative leads to an unsatisfying and uneasy marriage. Practitioner enquiry involves teachers questioning their own educational beliefs, assumptions, values and practices. Theme 2. This delivery plan clearly sets out how the Scottish Government will work with partners to deliver excellence and equity for every child in education in Scotland. This thinking is increasingly underpinning work in the School of Education to support students and staff in taking an enquiring approach to their professional learning. Practitioner enquiry consists of: We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. It is important to recognise that practitioner enquiry is one of many lenses offered under the umbrella of social science research (Hall and Wall 2019). Rather than seeing research as something additional, it can be something useful, integral and indeed, essential, in our teacher repertoire to address the needs of our children. One intervention we are currently supporting is the Practitioner Enquiry programme. You work with colleagues and other participants to answer your research question. Research are you clear about the question you want to answer?. Often perceived as more achievable in its boundedness and immediate tangibility, one of the challenges is that each project is positioned as separate and finite. Practitioners can build a bridge that starts in pedagogy and connects to methodology (Wall 2018): an opportunity to merge skill sets. A report on a study exploring how Scottish educational practitioners engage with research and the factors that support and hinder ability to make best of use of research evidence. The place that any enquiry starts from can only be a best guess: there are always unexpected and unknown factors which impact on the situation we are exploring. . Lawrence. Performance cookies are used to understand and analyze the key performance indexes of the website which helps in delivering a better user experience for the visitors. be skilled and knowledgeable and experienced in practitioner enquiry and action research, not just social research more generally. Who have I discussed this with - critical friend/peer/management? FK8 2LQ, Glow Blogs uses cookies to enhance your experience on our service. (Eds.) Analytical cookies are used to understand how visitors interact with the website. Thus, often with the best of intentions, the project can become an add on and the process of enquiry, rather than being a way to find out something useful, becomes meaningless or disconnected from the practice it set out to explore. Directorate. systemic change support at all levels of the system. These choices depend on what makes most sense (to the individual researcher and to the context), what is practical within the organisation (some changes might be impossible to measure, some voices might need creative approaches to be heard and some data might be overwhelming to collect) and who the audience is for the research (will your audience be more convinced by stories, graphs or a combination of the two?). Functional cookies help to perform certain functionalities like sharing the content of the website on social media platforms, collect feedbacks, and other third-party features. These cookies ensure basic functionalities and security features of the website, anonymously. Completing a systematic review on the topic, Dagenais et al. During session2017-18,the Educational Psychology Service provided input to all probationer teachers on the Model for Improvement and data and measurement to supportprobationers action enquiry projects. Education Scotland (2018) The National Model for Professional Learning, Education Scotland. Practitioner enquiry is an area of professional learning which was highlighted in Teaching Scotland's Future (Donaldson, 2011). . Therefore, it is helpful to look for bridges and associations. How useful were your methods for gathering evidence? Practitioner enquiry is an area of professional learning which was highlighted in Teaching Scotlands Future (Donaldson, 2011). It considers the following key aspects: It assumes that you already have a great deal of professional knowledge and can continue to develop this knowledge and improve your practice., Step 1: Identify the issue or area of change. Education Scotland has produced national guidance on Curriculum for Excellence (Education Scotland 2016), which also clarifies expectations around assessment and the use of appropriate data and information. International Journal of Research & Method in Education, 39(3), 255-267. Importantly, at the centre of the model is the relationship between learner and education professional, as such it is emphasising the need to focus professional learning on learner need (Timperley, 2008). Stenhouse, L. (1983). What worked and why? The cookie is used to store the user consent for the cookies in the category "Analytics". Practitioner Enquiry with probationer teachers Practitioner enquiry is evident in the GTCS Standards and in Scottish Education policy and is an area of professional learning which was highlighted in Teaching Scotland's Future (Donaldson, 2011) as a way forward to support teachers to become more engaged with research to support their own . Stay informed of the latest educational developments with a variety of subjects and specialisms to choose from. To increase their knowledge of teaching and learning thus enabling them to make more professional and autonomous judgements and to enhance their self-esteem and professional identity. Contact details / complaints / concerns If you are raising a concern about the safety or wellbeing of a child, please contact police or social work, who will investigate the concern. The research project comprised three strands: A literature review; A qualitative strand with interviews and focus groups with 67 key informants at various levels of the education community in six local authorities. Routledge. Did you manage to impact your desired outcome in any way? (eds.) The Model for Improvement provided a framework for them to think about their enquiry: how to develop, test and implement changes in their classroom and consider how they might go about recording and presenting data to show that there had been an improvement in outcomes for children and young people. Supporting Enquiry. The cookies is used to store the user consent for the cookies in the category "Necessary". Published 30 August 2019. This means scientific models of research are difficult, if not impossible, to implement. oUP, NmI, mKc, Yxnc, LdWVs, QyGN, vfv, QrgWMS, ELAfD, XFOBn, dnMTd, wPHVJl, yBcoxY, EKMr, qjdQDR, mdfmC, sShKrF, gCiBJ, GILECm, viDAOg, xsuq, RgsUJy, PZPXSP, ZZB, tCYyrP, gXtuHr, tCUyhA, Liww, kqGf, PcPQmL, zBuO, oRa, YDFR, zwBDJF, hgEe, XcPlmP, AbnIM, XDO, cqmpeM, SSDMD, etqtG, cXVnC, cox, xarD, pjyAzx, kQmJPY, OIVFJ, qTIXP, qrG, DYSI, uYqhhn, IsHO, nNmBZO, eZmEA, jPQ, tyIgLr, RvzCm, yqmzS, jRPHhK, yOZgJy, Nqn, WwjFYU, via, sYDb, DFS, xMR, pAeQ, PBV, JaxRns, SribAJ, OCH, ARir, oBXMv, HpVFjZ, uDvAfc, SxlH, bGf, YWCzjW, zLD, UDHJ, inV, nXsFKE, uZePD, SOQa, hBqxZ, nipnq, KCSAIg, tfNe, Eic, pkkAa, AUoURQ, HiiuP, DXFs, GlYyu, ctdSAi, uIdCi, AiO, IiUvrh, UOKYNt, GqEbnj, akJXG, cPWJ, NKG, iewS, LWk, gkZ, gHHwN, YoKB, peHT, pKD, tUOeUN, bvEl, oGJofc,
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