Full Description
The Research-Informed Educator supports teachers in developing their professional identity and practice through engagement with research and evidence. It helps both new and experienced educators look beyond the pressures of recent policy demands about what teachers should know and do. The book aims to challenge and re-balance the recent "evidence-turn" in teacher training and development.
The chapters cover the career path of a teacher, introducing and developing key concepts and issues related to research and practice. Concepts such as the nature of evidence, the role of theory and experience, and the significance of professional identities and values are explored through practical engagement with issues teachers face in their work.
Each chapter is written by an experienced teacher now working in teacher education, drawing on shared knowledge of how teachers best engage with research. The book is designed to support practitioners in understanding how their relationship with evidence may change, as they gain experience and take on new professional roles.
Contents
Introduction; Megan Stephenson, Angela Gill, and Ed Podesta
Chapter 1. How research informs the professional development curricula for trainees and teachers; Angela Gill and Megan Stephenson
Chapter 2. Wearing all the hats! Learner and teacher identity; Samantha Wilkes and Suzanne Tomlinson
Chapter 3. How to use research to illuminate and transform your classroom learning experience; Charlotte Wright
Chapter 4. Using research for adaptive teaching: Responding to all learners; Evan McCormick
Chapter 5. Being an ethical practitioner researcher: Conducting your own research and applying research ethically; Aimee Quickfall
Chapter 6. Sustainability: Research and reality in the education debate; Leigh Hoath and Heena Dave
Chapter 7. Pupils as researchers: Empowering inquiry in education; Alison Griffiths and Jo Hopton
Chapter 8. What is evidence based practice, and (how) does it work in education?; Ed Podesta
Chapter 9. Becoming and being a critical teacher-researcher; Amanda Nuttall
Conclusion; Megan Stephenson, Angela Gill, and Ed Podesta
