Strengthening a research-rich teaching profession: an Australian study

White, Simone; Down, Barry; Mills, Martin; Shore, Sue; Woods, Annette

doi:10.1080/10476210.2020.1737666

Cited by 15 publications

(11 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Qualitative data from both sources (workshops and survey) revealed common ground across the participants with all highly valuing the notion of research and desiring more opportunities to engage with research (White et al, 2020). Differences, however, emerged across the three stakeholder groups, in the ways they understood what counted as research and how those with research expertise were actually valued.…”

Section: Valuing Participating In and Understanding Research: Takingmentioning

confidence: 96%

“…Choosing a research-rich pathway or extending beyond a simplistic data-rich point along the professional continuum requires a new set of signposts and enabling conditions to be created and fostered. Such was the focus of the Australian, two-year Strengthening a research-rich teaching profession study (White et al, 2020(White et al, , 2018. In keeping with a 'systems' notion of the broader education profession, three groups were invited to participate in the study.…”

Section: Teacher Professionalization: Data-rich or Research-rich?mentioning

confidence: 99%

“…While the BERA-RSA project was an inquiry, the Australian study was a research project and followed an ethics protocol. More detailed discussion of the methodology adopted in the study is outlined in previous papers (see White et al, 2018White et al, , 2020. It is important to note that the study is not representative.…”

Section: Strengthening a Research-rich Teaching Profession: An Austramentioning

confidence: 99%

“…Such a backdrop was the catalyst for an Australian study, titled: Strengthening a research-rich teaching profession White, Down, Mills, Shore & Woods (2020); White et al, 2018) that investigated the current barriers and enablers in moving towards a research-rich teaching profession. The study built upon the British Educational Research Association (BERA) and Royal Society for the Arts (RSA) Inquiry into research and the teaching profession in the United Kingdom that found:…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Generating enabling conditions to strengthen a research-rich teaching profession: lessons from an Australian study

White

2020

Teaching Education

Self Cite

View full text Add to dashboard Cite

The increasing datafication of teachers' work and schooling practices as evidenced through various metrics of student testing and school improvement measures have continued to grow unabated across many OECD Countries. Such practices have been fuelled by global competition for league tables such as the Programme for International Student Assessment (PISA) with 'big data' having a major impact on how teachers are expected to gather, analyse and report data. For schools in Australia, the turn of the millennium has heralded the 'high stakes' data trend and the roll-out of standardised testing. This paper reports on an Australian study's findings, against such a backdrop, to explore the impact and challenges of an overly data-rich environment for educators, teachers and system leaders and what might be the enabling conditions to move towards a more research-rich teaching profession. The findings suggest that perhaps standards and data are not the enemy for teachers, rather it is standardisation and the datafication of students that creates an amplification of the effects of institutional rankings and league tables. Enabling conditions are offered to adopt a more comprehensive and inclusive view of what counts as research and who conducts research, key to enabling a mature teaching profession.

show abstract

Section: Valuing Participating In and Understanding Research: Takingmentioning

confidence: 96%

Section: Teacher Professionalization: Data-rich or Research-rich?mentioning

confidence: 99%

Section: Strengthening a Research-rich Teaching Profession: An Austramentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Generating enabling conditions to strengthen a research-rich teaching profession: lessons from an Australian study

White

2020

Teaching Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…There were three key messages that emerged from the Alliance Project. These include evidence that research is highly valued by systems, teachers and teacher educators; that research literacy promotes deeper teacher engagement with the task of understanding students and student learning; and that building teacher research capacity will only result when collaborations of all involved in education become a possibility (White et al 2020 ).…”

Section: Something We Should Think More Aboutmentioning

confidence: 99%

Are we there yet? Research with and for teachers and children and the possibilities of schooling in a complex world

Woods

2021

Aust. Educ. Res.

Self Cite

View full text Add to dashboard Cite

Shifting the relationship between schooling, social justice and equity, and the present and future experiences of children, young people, and their families and communities, has been a focus of educational research, and indeed policy and practice, for many decades. In this paper, I discuss education and its preparedness to work towards social justice, by drawing on examples across a number of studies. While I consider the possibilities for teachers and young people and children in schools today and present several counter narratives to those in popular circulation, I also detail initiatives that I engaged in with members during the time I was President of AARE. The point is to highlight social justice issues in education in Australia and highlight some ways forward.

show abstract

Fulfilling the unmet potential: Harnessing ambition, autonomy, and agility in Northern Ireland's education system

McFlynn,

Davidson,

McAuley

et al. 2024

The Curriculum Journal

View full text Add to dashboard Cite

Despite the divisions within Northern Ireland's education system along religious and academic lines, it has managed to maintain relative stability, or at least a functional inertia, over the past four decades. The full potential, however, of this system and in particular, the Northern Ireland Curriculum (NIC), has yet to be realised. This paper presents a comprehensive exploration of the intricate interplay between the NIC and Initial Teacher Education (ITE), bringing to the fore the footprint of Lawrence Stenhouse. It critically examines the salient features of the NIC, particularly its alignment with Stenhouse's pedagogical tenets, and its subsequent ramifications on ITE, for both its content and pedagogical strategies. The ambitions are, however, not without their challenges. The overarching shadow of an exam‐centric system stymies the NIC's full realisation, presenting a dichotomy between curriculum goals and pragmatic educational realities. The absence of a coherent Teacher Professional Learning framework also inhibited curriculum development. The Learning Leaders strategy, although yet to be implemented due to the collapse of the Northern Ireland Assembly and consequently lack of financial support, has the potential to pick up the baton of reform and help teachers and school leaders move closer to implementing the NIC in the way it was intended. The paper concludes by identifying the probable, possible, plausible and preferred ways forward for NI's education system.

show abstract

Strengthening a research-rich teaching profession: an Australian study

Cited by 15 publications

References 8 publications

Generating enabling conditions to strengthen a research-rich teaching profession: lessons from an Australian study

Generating enabling conditions to strengthen a research-rich teaching profession: lessons from an Australian study

Are we there yet? Research with and for teachers and children and the possibilities of schooling in a complex world

Fulfilling the unmet potential: Harnessing ambition, autonomy, and agility in Northern Ireland's education system

Contact Info

Product

Resources

About