Lloyd, D, Jones, PA, Pratt, A and Duncalf, D (2019) Research informed teaching reaching beyond initial teacher education, examples of success in the North West of England: Empowering teachers to reach for success. Teacher Education Advancement Network, 11 (3). pp. 106-116. ISSN 2054-5266

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Abstract

This paper considers how empowering teachers to reach for success in partnership with a Higher Education Institution (HEI) in the North West of England can affect learning in the classroom. Evidence based research is the focus of this study which focuses on working with teachers engaging in their own research beyond initial teacher education. The paper presents the views of senior managers and teacher researchers engaged in a one year professional learning programme to consider impact in the classroom. Partnerships with mentors and partnership schools enable us to consider the key implications for the professional development of teachers and call upon the evidence through both reflections and evidence of classroom practice. The aim of this paper is to demonstrate how collaboration has encouraged professional practice to support classroom based teaching and teacher efficacy and effective practice. Three areas are considered, firstly the nature and views of educational research, secondly the challenges of undertaking research and finally the impact of practitioner research.

Item Type:	Article
Uncontrolled Keywords:	Professional practice; impact; reflection; transformation; professional development;
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators
Divisions:	Education
Publisher:	TEAN
Related URLs:	https://ojs.cumbria.ac.uk/index.php/TEAN/article/view/570
Date Deposited:	09 Oct 2019 08:51
Last Modified:	03 Sep 2021 22:55
URI:	https://researchonline.ljmu.ac.uk/id/eprint/11498

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