Extending Connections: Linking Support for Teachers Engaging in and Using Research with What Is Known About Teacher Learning and Development
This chapter is focussed on our developing understanding of how to support teachers engaging in and using research through both an exploration of 14 years of national developments in England and through the lens of the evidence base about continuing professional development (CPD). The national initiatives explored range from communicating research findings in a progressive ladder of accessible formats to the setting up of a centre that funded systematic reviews of research in order to provide a cumulative and consistent evidence base. It sets these alongside the range of influential initiatives designed to support teacher enquiry involving some 39,500 teachers over the two years considered for this chapter (approximately 9% of the profession). The chapter goes on to identify and explore processes key to involving the wider teaching population in using research based on findings from a number of systematic reviews about CPD carried out over the last seven years. The chapter concludes with a case study example of how the evidence base about CPD derived from these reviews was used to create a national framework for mentoring and coaching that enabled the transformation of knowledge and CPD into practice and that sets engagement with the public knowledge base at its heart.
KeywordsProfessional Learning Continue Professional Development Teacher Research Continue Professional Development Programme Teacher Professional Learning
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