Teaching as a research-engaged profession: problems and ...

Report by Tony McAleavy With an introduction from Tom Bennett

Teaching as a research-engaged profession: problems and possibilities

research ED

TEACHING AS A RESEARCH-ENGAGED PROFESSION: PROBLEMS AND POSSIBILITIES

Teaching as a research-engaged profession: problems and possibilities

Education Development Trust Highbridge House, 16?18 Duke Street, Reading, Berkshire RG1 4RU T +44 (0) 118 902 1000 E enquiries@ W

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TEACHING AS A RESEARCH-ENGAGED PROFESSION: PROBLEMS AND POSSIBILITIES

? COPYRIGHT EDUCATION DEVELOPMENT TRUST 2016. THE VIEWS AND OPINIONS EXPRESSED IN THIS PUBLICATION ARE THOSE OF THE AUTHOR AND DO NOT NECESSARILY REPRESENT THE VIEWS OF EDUCATION DEVELOPMENT TRUST. ISBN: 978-1-909437-68-5 12/15 2

TEACHING AS A RESEARCH-ENGAGED PROFESSION: PROBLEMS AND POSSIBILITIES

Contents

Education Development Trust

4

researchED

4

About the author

5

Acknowledgements

5

The three reports

5

Introduction

6

Research leadership and the case for the

research-engaged school

9

Should school teaching be seen as a form of

evidence-based practice? The perspective of

the proponents

13

Should school teaching be seen as a form

of evidence-based practice? The view of

the sceptics

19

Is there enough good research to guide

day-to-day practice in schools?

25

Lessons from the evidence-engaged school 29

Research engagement in schools:

ways forward

37

References

41

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