LEARNING TO LEARN
Exploring the impact of teacher engagement with research
Helen Hampson Institute of Teaching & Learning Programme Manager
Introduction
Through this small qualitative research project I hoped to explore what impact undertaking a research project had on a group of teachers at Sevenoaks . Our Institute of Teaching and Learning ( ITL ) was established in 2017 to encourage reflective thinking about our educational approach , and pursue good and evidence-informed practice . We have supported a group of teachers to undertake their own research and development projects and some of their projects are described in this journal . I envisaged findings from my project informing the development of our institute initiatives , and providing some evidence of the impact of engaging in research .
Six teachers were involved in the project and took part in loosely structured interviews of up to an hour . Participants were made aware of the research questions in advance , and the loose structure allowed the issues that were pertinent to participants to be prioritised ( Cogen et al , 2018 ). Qualitative data analysis focussed on an inductive process , and reading through interview notes , and coding and identifying common themes .
Background
Early and Porritt ( 2009 ) argue that ‘ impact is the difference in staff behaviours , attitudes , skills and practice as a result of the professional development in which they are engaged ’ ( p . 3 ). This difference is found in professional practice ( changes in subject or process knowledge and classroom practice ); personal capacity ( learning or improving skills , increased self-confidence , greater motivation , improved reflection on practice ); and interpersonal capacity ( working more effectively with colleagues , increased confidence about sharing good practice , greater ability to question alternative viewpoints ).
Teacher engagement in research has been shown to have an impact in these areas . Engaging in research can further develop practice as teachers learn about new and innovative ideas to inform teaching and learning , and further refine their understanding of the most effective teaching strategies . Changes in personal capacity may occur through research engagement as teachers reflect more deeply on their own teaching practice and gain skills and confidence to implement new approaches . And interpersonal capacity is further developed as teachers look beyond their school to gain a wider perspective and alternative viewpoints on teaching approaches and begin to share their own practice ( Judkins et al 2014 ).
Cain ( 2019 ) also suggests research can provide a ‘ third voice ’ which teachers may consider . He found that teachers will rely upon their own first voice ( and values , experience , and ways of thinking ) to guide their professional practice , and on those voices of their colleagues ( the second voice ). But the third voice of research can provide a further external view and perspective , which teachers may consider and act upon . Cain ( 2019 ) describes how research can challenge existing thinking and practice , provide ideas for action , and lead teachers to become more willing to experiment .
However , the barriers to teacher engagement in research are well documented , with the question of whether teachers have the resources to undertake meaningful research activity being widely debated ( Brown , 2015 ). Steps schools can take to counter these challenges include clear leadership and vision for teacher research , appropriate incentives for research engagement ( CPD opportunities , collaboration within and beyond the school , financial incentives etc .), allocated and protected time for research , and access to high quality accessible research ( Roberts , 2015 ).
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