By Olwen McNamara
This ebook is for academics who're taking a look, or being inspired, to adopt study of their faculties. Written via lecturers and their HE learn mentors, the booklet exhibits academics easy methods to 'do' and 'use' examine and the way to 'do' potent pedagogy.
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Additional resources for Becoming an Evidence-based Practitioner: A Framework for Teacher-Researchers
The use of video evidence was a valuable aid for teachers who found it helped to observe their classroom practice and discuss their teaching with a colleague from school or university: ‘She was very demoralised by an inspection report, and actually going back and looking at herself on video and noting the many tactics and strategies which she used as a teacher in order to teach her class, reaffirmed her notion of herself as a teacher’. Therapy was having the time to ‘think about and develop, to reflect upon, to regroup the children and try again … it doesn’t always mean that you can walk in and implement a strategy and it works’.
Schools, individual teachers, etc.? g. to inform policy, to develop theory, to open new pedagogic possibilities, etc.? Evidence-based practitioners? We wondered whether teachers in the consortium schools viewed themselves as evidence-based practitioners and in order to find out we conducted a further small questionnaire survey to augment other data we had from a series of focus group seminars held in consortium schools. First, it appeared that virtually all consortium teachers had some notion of what EBP might be.
Using research Despite teachers’ apparent current lack of use of research, it appeared that they perceived the potential impact of educational research on teaching as quite substantial and also beneficial. Some 50 per cent of teachers claimed that research increased ‘teacher effectiveness’ and ‘teacher knowledge’. On the down side, 60 per cent of those who responded felt that research did not increase the public’s esteem of teachers ‘at all’. The vast majority of respondents felt that teaching would improve considerably if teachers knew more about using research.
Becoming an Evidence-based Practitioner: A Framework for Teacher-Researchers by Olwen McNamara