Teachers’ engagement with research texts: beyond instrumental, conceptual or strategic use

Cain, Tim

doi:10.1080/02607476.2015.1105536

Cited by 70 publications

(81 citation statements)

References 17 publications

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“…However, integrating research into professional knowledge involves an act of imagination: practitioners must actively transform insights generated in certain ways and certain circumstances, in order to employ them in different ways and circumstances (Cain, 2015a,b). When this occurs, the usefulness of research lies in its potential to improve the quality of schooling by informing practitioners’ thinking.…”

Section: Educational Researchmentioning

confidence: 99%

“…Such a change is not only a matter of making better decisions, but of being a better teacher (clearer, more empathic, etc.). Commitments to change, made during slow, reflection‐on‐action thinking, are activated in the fast, intuitive thinking that is reflection‐in‐action (Cain, 2015a,b). Such commitments might vary in their focus (e.g.…”

Section: Research Can Inform Teachers’ Reflectionmentioning

confidence: 99%

“…It can encourage a search for evidence of students’ learning and a critical orientation to that evidence. In some circumstances, it can also encourage teachers to consider their ethical orientation to students (Cain, 2015a,b). Reviewing a literature about teachers’ professional development, Cordingley () found that research could contribute to continuing professional development (CPD) when teachers proactively involved specialist expertise, sought support from peers and school leaders, and adopted enquiry‐oriented approaches to their development.…”

Section: Research Can Inform Teachers’ Reflectionmentioning

confidence: 99%

“…via staff development activities). Teachers’ discussions, based around an identifiable topic and informed by research, have been shown to provide a stimulus for collegial explicating, sharing, questioning and critiquing both internalised, tacit knowledge and knowledge that is codified in school policies (Wiliam et al ., ; Earl & Timperley, ; Cain, 2015a,b). Such discussions can be formally organised (e.g.…”

Section: Research Can Inform Organisational Learningmentioning

confidence: 99%

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Bounded decision‐making, teachers’ reflection and organisational learning: How research can inform teachers and teaching

Cain

Brindley

Brown

et al. 2019

British Educational Res J

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Despite numerous efforts to align educational practice more closely with findings from educational research, there is little clarity about how educational practitioners can, in principle, use research. We propose a conceptualisation based on how research can contribute to practitioners’ thinking: specifically, our framework proposes that research can inform bounded decision‐making, teachers’ reflection and organisational learning. Practitioners can also use research without being aware that they are doing so. We argue that this conceptualisation of research use has potential to inform researchers and practitioners.

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Section: Educational Researchmentioning

confidence: 99%

Section: Research Can Inform Teachers’ Reflectionmentioning

confidence: 99%

Section: Research Can Inform Teachers’ Reflectionmentioning

confidence: 99%

Section: Research Can Inform Organisational Learningmentioning

confidence: 99%

See 2 more Smart Citations

Bounded decision‐making, teachers’ reflection and organisational learning: How research can inform teachers and teaching

Cain

Brindley

Brown

et al. 2019

British Educational Res J

Self Cite

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“…Activating teachers as researchers and sharers has been found to be a strong contributor to professional development (Cain, 2015). Therefore, at the heart of the (2007); and the effective development of 'mature' PLCs investigated by Owen (2016).…”

Section: Building Professional Learning Communitiesmentioning

confidence: 99%

RETAIN early career teacher retention programme: evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century teaching profession

Ovenden-Hope

Blandford²,

Cain

et al. 2018

Journal of Education for Teaching

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Bronwen (2018). RETAIN early career teacher retention programme: evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century teaching profession. Journal of Education for Teaching, 44 (5), 590-607. AbstractTeacher recruitment and retention is an international challenge. In England the government have reported that more teachers leave before retirement age than five years ago, 30% within five years and schools are finding it difficult to fill posts with the quality of teachers they need. This paper evaluates the contribution of the research informed 'RETAIN' Early Career Teacher (ECT) Continuing Professional Development Programme (CPD) for developing and retaining quality teachers.'RETAIN' was a yearlong CPD pilot for ECTs in primary schools in Cornwall, UK (a region with high levels of socio-economic disadvantage). The programme design was research informed and took account of factors that have been shown to support the retention of ECTs. It was contextualised using the precept that teachers should be active researchers, influencing curriculum development as 'reflective practitioners', positioned with a Professional Learning Community lens and theorised within a social constructivist frame. In addition, 'RETAIN' utilised robust evidenceinformed practice approaches to support teacher development in schools with persistently disadvantaged pupils. The programme was independently evaluated using multiple-methods over the course of the programme to generate data as part of a theory-based evaluation. Evidence suggests that the contribution of this intervention to the field is the specific combination of development; taught workshops, coaching and collaborative professional learning, which improved the self-efficacy, confidence and quality of teaching of ECTs in differing but complementary ways. All ECTs that completed the programme have been retained to the teaching profession and all have achieved a leadership role in their school. We argue that these outcomes are of international significance and the promise of the programme can be utilised for developing and retaining high quality teachers in other countries.

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Supporting practitioner‐led inquiry into classroom dialogue with a research‐informed professional learning resource: A design‐based approach

Hennessy

Kershner

Calcagni

et al. 2021

Review of Education

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Research indicating the educational value of classroom dialogue, in which participants engage critically and constructively with other perspectives, is long established but classroom practice evolves slowly. Outcomes of practitioner professional development in this area are inconsistent and often dependent on costly, external input. Our study aimed to understand whether and how practitionerled inquiry may offer an alternative, sustainable and scalable way of developing dialogic practices, characterising effective organisational models. The Teacher Scheme for Educational Dialogue Analysis (T-SEDA) resource pack was designed to support iterative cycles of practitioner inquiry based on systematic analysis of classroom dialogue and reflecting critically with peers, using customisable coding tools and templates. This open resource embeds research findings about dialogue forms that are productive for student learning. We report our design-based research comprising nested inquiry cycles involving 74 practitioners from early years to tertiary levels. Data were derived from surveys, inquiry reports and interviews. Participants successfully used and adapted the resources for their own goals, needs and diverse contexts across seven countries. The largely autonomous process was typically supported by local facilitators working with groups of practitioners; data analysis focused on illuminating models of institutional organisation of inquiry, uses of T-SEDA resources, participant perceptions and factors underlying (dis)engagement. The findings offer insights into knowledge mobilisation and educational change processes. They yield design principles for scalability and sustainability based on a non-prescriptive model of local ownership and facilitation of self-directed practitioner inquiry and purpose-driven adaptation in complex educational circumstances.

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Teachers’ engagement with research texts: beyond instrumental, conceptual or strategic use

Cited by 70 publications

References 17 publications

Bounded decision‐making, teachers’ reflection and organisational learning: How research can inform teachers and teaching

Bounded decision‐making, teachers’ reflection and organisational learning: How research can inform teachers and teaching

RETAIN early career teacher retention programme: evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century teaching profession

Supporting practitioner‐led inquiry into classroom dialogue with a research‐informed professional learning resource: A design‐based approach

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