LEARNING TO LEARN
Main findings Developing knowledge and reflecting on practice
The majority of the teachers in this small study spoke with enthusiasm about the opportunity to engage with research and lead their own projects : ‘ I have loved reading articles and getting involved with research ’, ‘ I feel like I ’ m still learning … it ’ s a chance to stretch and challenge myself ’.
The teachers noted how engaging in research had provided an opportunity to reflect on and refine their own practice : ‘ the work has encouraged me to think about my own practice and make changes in my classroom as a result … from my reading I have definitely changed practice . I have stopped doing some things shown not to work , and emphasised others ’.
One teacher refers to the place of research to provide new perspectives , and perhaps the ‘ third voice ’ Cain ( 2019 ) describes :
‘ The more you read and look at research , the more you realise you don ’ t know , and I like that . It ’ s stimulating , satisfying and empowering ’.
This apparent enhanced reflection on practice , and development of knowledge , are perhaps indicative of a positive change in professional practice and personal capacity as Early and Porrit ( 2009 ) describe .
The challenge of keeping up to date
The issue of keeping up to date with the latest research developments was raised by one teacher . Through reading she had discovered that some of the approaches she was exploring had existed for some time , and questioned how we can ensure we have up to date knowledge in order to contribute to current topical education discussions . Our teachers do not necessarily have the time to spend on this themselves , and therefore a mechanism for sharing updates on the latest research and developments , in an accessible format , is needed .
Opportunities for collaboration
Teachers also described developing their interpersonal capacity ( Early and Porrit 2009 ) and working with colleagues to share good practice . Teachers spoke of these projects providing an opportunity to work and learn from colleagues they would not usually collaborate with .
One teacher had undertaken visits to other schools as part of their project : ‘ It has been really interesting to go out to other schools and find out what happens elsewhere , and think what might work here ’. And another spoke of developing a sense of professionalism in beginning to take steps to share our own practice ‘ Having something published and opportunities to share my work feels good , it feels professional ’.
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