practitioner enquiry education scotland

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Please read our Cookie Policy. Read online, books, journals, summaries, abstracts. How well did your enquiry planning work out? 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. 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. Act 2000, has set a new context for the Scottish education system and hence for educational research. This cookie is set by GDPR Cookie Consent plugin. These cookies help provide information on metrics the number of visitors, bounce rate, traffic source, etc. 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. 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. International Journal of Research & Method in Education, 39(3), 255-267. Craword-Garret, K., Anderson, S., Grayson, A., & Suter, C. (2015). Education Scotland (2018) The National Model for Professional Learning, Education Scotland. For example: Why do the children in my class ? This cookie is set by GDPR Cookie Consent plugin. Reflect think about whats happening in your class: when, what, who, why? Timperley, H.S. The aim of this enquiry was to identify if there was an impact on pupils responses to embracing . If the intent is inherently pedagogical then tools and processes should be evaluated against what is pedagogically appropriate in that setting. 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. Therefore, it is helpful to look for bridges and associations. Our role in making this a reality is to offer . The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional". 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. . What might be causing this issue? 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. are part of the teachers innate enquiry process. 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. 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. Theme 3. Supporting documents. Our Research. Resource Introduced. The cookie is used to store the user consent for the cookies in the category "Other. Practitioners are paid to teach; they are remuner-ated as a function of their contract of service with an employing authority. 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). 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. Analytical cookies are used to understand how visitors interact with the website. (2010) defined enquiry as a strategic finding out, a shared process of investigation that can be explained or defended. (1938/1991) Logic, The Theory of Enquiry Carbondale, IL: Southern Illinois University Press. (2008) Teacher Professional Learning and Development, Geneva: The international Bureau of Education, Wall, K. (2018) Think Piece: practitioner enquiry, Scotland: GTCS. There is no right or wrong pathway through this process, but you must be clear about the decisions that you have made and why. In this way we are fulfilling Stenhouses (1981) blueprint of systematic enquiry made public (Stenhouse 1983). The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit. "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. 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. In the second, teachers still consider research as other but write it off as alien, irrelevant and in worst cases, threatening to practice. (2016). Further information onthis topiccan be found by following the link below or by contacting the Educational Psychology Service: Practitioner Enquiry with probationer teachers. 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. be able to provide subject expertise and/or access to expertise and curriculum knowledge. Wolfcraig Building Visible learning: A synthesis of over 800 meta-analyses relating to achievement. 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. Supporting Enquiry. These changes present new . Did your forms of evidence let you see what you wanted to see. Research and the teaching profession: Building the capacity for a self-improving education system. Reeves and Drew (2013) carried out research, in which they explored the impact of various aspects of practitioner enquiry in Scotland . A resource to support practitioners engage in professional dialogue and collaborative practitioner enquiry on Learning through Play at the early stages of primary. 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. 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?). Other uncategorized cookies are those that are being analyzed and have not been classified into a category as yet. 2016), then it is a good bet to focus on in your practitioner enquiry. Practitioner Enquiry Niamh McHugh Group 2; Growth Mindset Question: . Oxford Review of Education, 41(2), 234-252. Throughout early 2021, the School of Education are running a series of CLPL sessions to support interested colleagues throughout the education system. London: Sage. These cookies track visitors across websites and collect information to provide customized ads. In 1916, Dewey first discussed the importance of teachers engaging in pedagogic enquiry to fully understand processes and outcomes in their classrooms. Evidence from education in the United Kingdom. systemic change support at all levels of the system. Advertisement cookies are used to provide visitors with relevant ads and marketing campaigns. The General Teaching Council for Scotland, The General Teaching Council for Scotland - Registered Scottish Charity No. Why what works wont work: Evidencebased practice and the democratic deficit in educational research. Practitioner enquiryis evident in the Professional Standards and in Scottish Education policy. Use of research-based information by school practitioners and determinants of use: a review of empirical research. 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. What ideas are you having about how you might evidence change? Understanding my child's rights to support; . 2016) and the positivist tradition in education (Morrison 2001; Spybrook et al. acknowledges that educational research is a diverse field of inquiry, is informed by a number of disciplines, drawing upon a range of theoretical . This means that the enquirer needs to work through a number of choices in deciding on the most appropriate question for their study. The contribution of research to teachers professional learning and development. What works or what's worked? Procedia, social and behavioral sciences.,217, 903-909. Inaugural lecture from University of East Anglia. 2012: Figure 2). To read more about one of the projects, please follow the link below: Educational Psychology Service 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. This resource is an introductory guide to Practitioner enquiry. 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. In Authority, education and emancipation, Edited by: Stenhouse, L. 178 London: Heinemann. 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 Advice for parents and carers in Scotland - Advice for parents of children who have, or might have, additional support needs. The title of her presentation was 'Inquiry as Stance: Local and Beyond.' 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. BERA-RSA. 9781786523372. The other view is practitioner enquiry as project. 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. Progress in the past decade: an examination of the precision of cluster randomized trials funded by the US Institute of Education Sciences. The handbook of global education policy, 128-144. The global educational reform movement and its impact on schooling. 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. The Educational Psychology Service is currently providing Practitioner Enquirysessions for all Probationer teachers in Stirling Council. . How useful were your methods for gathering evidence? 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. 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). University partners might be expected to: be able to negotiate, explore and refine the focus. It is collaborative. Sahlberg, P. (2016). 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. 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. However, the extent to which it works in your context will depend on multiple things worthy of examination in detail. 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. 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. These cookies will be stored in your browser only with your consent. 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. Figure 2: Practitioner enquiry as building on the process of plan-do-review. 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). (1916) Democracy and Education Carbondale, IL: Southern Illinois University. Stenhouse, L. (1983). Theme 2. 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 . Practitioner enquiry is an area of professional learning which was highlighted in Teaching Scotlands Future (Donaldson, 2011). Teachers being and becoming enquiring practitioners is at the heart of that. What didnt work and why? By clicking Accept All, you consent to the use of ALL the cookies. WARBURTON, V.E. 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'. Engaging with Practitioner Enquiry in a formal sense became the next logical phase of our improvement model.Staff, pupils and depts. 9781839600869. Which tool or which way of using a tool will best support this? 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. closing this message you consent to our use of those cookies. 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. 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). It does not store any personal data. Cordingley, P. (2015). For some teachers, enquiry may promote levels of critical reflection that are 'transformative'. Who have I discussed this with - critical friend/peer/management? It has a . This website uses cookies to improve your experience while you navigate through the website. Routledge. Practitioner enquiry consists of: We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. and the whats going on? be skilled and knowledgeable and experienced in practitioner enquiry and action research, not just social research more generally. Conducting practitioner enquiry and action research, whether individually or collaboratively. Dumbarton Road Standards in Scotland's Schools etc. Practitioner enquiry therefore has the potential to turn research work into an absorbing game (Lawrence, 1929). We are not recommending research on every lesson or all the time. Practitioners can build a bridge that starts in pedagogy and connects to methodology (Wall 2018): an opportunity to merge skill sets. 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. Practitioner enquiry is one of the key elements in the new Professional Standards and in Scottish Education policy. Cochrane-Smith, M. and Lytle, S.L. Completing a systematic review on the topic, Dagenais et al. 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). 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 . Menter et al. 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. Our research focus for the next 3 years supports that ambition and focuses on the following themes: Theme 1. 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. 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. 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. Here practitioner enquiry tends to be driven by structures and organisations. Enquire's vision is that all children in Scotland are supported, included, and listened to throughout their education. Arnott, L. and Wall, K. Problem solving and exploratory questions - the how can I fix this? 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. 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. 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. These cookies ensure basic functionalities and security features of the website, anonymously. (eds.) Implicit theories of ability in physical education: Current issues and future directions. By using this service or Introduction. Evidence & Policy: A Journal of Research, Debate and Practice, 8(3), 285-309. Are we trying to measure, to scaffold learning, to change perspectives, to generate new ways to interact? The cookies is used to store the user consent for the cookies in the category "Necessary". The key notion therefore, . 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. The University of Strathclyde is a charitable body, registered in Scotland, number SC015263. For details and dates of these sessions, click here (ADD LINK TO CLPL). This could be research-informed and/or involve a research process undertaken by practitioners (Cordingley, 2015, Hall, 2009). Katsipataki, M., & Higgins, S. (2016). Dates are in the diary to run this again next session. 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. Teacher education and what it means to be a teacher in Scotland is being reconceptualised. You also have the option to opt-out of these cookies. (1988) The Enquiring Teacher: supporting and sustaining teacher research. We were delighted with the range and quality of the posters and the work displayed by the probationers at their showcase in March. Practitioner Enquiry is a key part of 'The Standard for Career-Long Education Scotland is a national body for supporting quality and improvement in learning and teaching. Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education. 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. We also use third-party cookies that help us analyze and understand how you use this website. 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. This is one councils approach to introducing Professional enquiry to their teaching workforce. This is an orientation much more directly associated with research, via the language of strategic enquiry. (Eds.) Baumfield, V., Hall, E. and Wall, K. (2012) Action Research in the Education: Learning through Practitioner Enquiry (2nd Edition). Marilyn Cochran-Smith is the Cawthorn Professor of Teacher Education at Boston College in the USA. Evaluation & Research in Education, 15(2), 69-83, Nias, J. and Groundwater-Smith, S. 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. 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. Practitioner enquiry involves teachers questioning their own educational beliefs, assumptions, values and practices. 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. Practitioner enquiry is an area of professional learning which was highlighted in Teaching Scotland's Future (Donaldson, 2011). 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. However, you may visit "Cookie Settings" to provide a controlled consent. 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 way forward to support teachers to become more engaged with research to support their own learning and ultimately pupil experiences. Figure 1: Scottish Professional Learning Model (Education Scotland, 2019). 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. Testing the Connections between Professional Learning and Practitioner Research, Scottish Educational Review 45 (2), 36-49. Research are you clear about the question you want to answer?. Foreword by the Deputy First Minister and Cabinet Secretary for Education and Skills. 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. Directorate. Supporting documents. Research strands and methods. GTC Scotland's strategic aim is to inspire world-class teaching professionalism. 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. Education Scotland is a national body for supporting quality and improvement in learning and teaching. 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. Spybrook, J., Shi, R., & Kelcey, B. Back, HomeOur SchoolCurriculumPupilsFamily LearningCommunicationContact, Braes High School,Brightons,Falkirk,FK2 0DA,United Kingdom, 01324 719551 [email protected], CLPL - Professional Development at Braes High, Braes High School | Braes High School | Secondary School Falkirk | Falkirk Education. 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. Lawrence. Underlying this approach is an increasing belief by teachers in the benefits of this way of working (Watkins, 2006). Here we want to explain the nature of practitioner enquiry, and why we see it as such an important approach to professional learning. 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. 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). 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 . Dewey, J. What worked and why? Encouraging Registrant Engagement with Research. A refocus is needed on what research is trying to do when undertaken by a teacher to explore their practice. This cookie is set by GDPR Cookie Consent plugin. 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 It is a way forward to support teachers to become more engaged with research to support their own learning and ultimately pupil experiences. (2021)Research Through Play: Participatory Methods in Early Childhood. FK8 2LQ, Glow Blogs uses cookies to enhance your experience on our service. 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. London, Education Endowment Foundation. Dewey, J. 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? 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. This article is written in response to a recent report on a review of teacher education in Scotland undertaken by Graham . 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. SC006187. Published 30 August 2019. Journal of Teaching in Physical Education, 36 . 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. Randomised controlled trials for evidence-based education: some problems in judging 'what works'. Hattie, J. (2010) Literature review on teacher education in the twenty-first century, Edinburgh: The Scottish Government, Morrison, K. (2001). Educational theory, 57(1), 1-22. One intervention we are currently supporting is the Practitioner Enquiry programme. 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. 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. A range of strategies, interventions, questions and examples to support the development of a literacy-rich curriculum in P1-3. 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