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Michael Reidy’s excellent book “Tides of History” tells how the Admiralty noted that research was needed and William Whewell at Cambridge coordinated the expertise of practitioners to arrive at the target, pretty much inventing collaborative science (and indeed the term “scientist”) in the process. It would seem that there is a great deal of expertise to be harnessed in schools but time factors always mitigate against big projects being carried out. Even big schools would struggle to have enough students to make research statistically meaningful and their results compelling. Conversely, academic research seems quite distant and the results filter down slowly.
Teachers are expert at taking packages in the shape of exam board specifications and adapting them to their local needs so the suggestion would be for those in Educational Research to prepare “packages” which could be bought in to by individual teachers so they could carry out portions of the overall work in their own settings.
Like Whewell’s work, coordination is needed before the local expertise can be harnessed and synthesised into something greater than the sum of its parts.

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After nearly 20 years of teaching I look back to my training and wish I had been given some insight into the research that I am engaging with now.  Currently I prefer to engage with existing research in the first instance and then apply it to my setting - by doing that I can see what works and what doesn't. More often than not I find that my classroom backs up the research but also throws up other things that might have been useful to consider in the first instance.  If we choose not to engage with research I feel that we will never get better which means the students outcomes will never improve because we will just keep doing the same thing.  Worse than that I feel is waiting for someone else to come along with research and then be asked to implement that -that''s even harder because then the research doesn't necessarily to apply to your setting, people end up resenting research and questioning the point of engaging with it.

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ResearchED is the answer to so many of the problems that teachers observe from within the educational system. Teachers can be empowered to contribute towards change, so that work loads, internal systems and decision-making processes that genuinely work can be put in place. It takes courage and solidarity between colleauges to stand up for change that is positive.

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It would be great to feel that one's own teaching could contribute to a wider understanding of good educational practice, in addition to supporting the individuals in our classrooms. However, in reality, we do not yet have systems in place that would enable this. Matthew Syed's book, Black Box Thinking, poses the idea that education could become more like the airline industry, with 'black box' recordings from real classrooms able to be analysed anonymously and correct conclusions drawn. A good idea...even if it only partially works due to the 'messiness' of real life in different classrooms and countries!

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I think that teachers working in collaboration with researchers can only enhance our practice and make us more effective.  As teacher we are already reflective individuals and are always looking for ways to improve or support our students.  Understanding the importance of and engaging with research offers us and our student the opportunity to both learn and grow. As we develop our understanding, we are able to pass that learning on to our students.

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I firmly believe in ecological teacher research. I think it is the perfect combination between the two opposing views we are considering here. It doesn´t take much of our teaching time and it allows us to be connected and contribute to the academic world

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In general I feel that educators are always reflective and are reseaching to develop themselves better as a teacher. However I do not feel that teachers should be pushed to use certain methods of reseach . If I find something that works for my class why do I need to wirte a reseach paper on it? It may not work for all classes.I do agree that by forcing teachers to this type of research it adds to the pressure that we already have

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To a degree, teachers are reflective and critical by nature. We are constantly analysing the way we teach, and the effects it has on our learners. That said, this kind of analysis is not rooted in academic research. The task of a researcher does however require a different skill-set, and a significant amount of time to dedicate to reading papers, collecting and analysing data etc. Is this manageable for the average teacher? I like the idea of teachers and researchers working collaboratively.

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Ideally, I think all teachers should be reflecting on their teaching methods and as somebody else here mentioned, focus on the 'why and the 'how' of teaching as I do think that the more routine your teaching becomes, the less you question why and how it works, so evaluation should be at the core of teacher practice, however, the flip side of that is sacrifice of time spent doing things that have proven to work in the past and the idea of teacher/ researcher brought to mind ethical guidelines outlined by the Academy of Social Sciences which is maximise benefit and minimise harm. It is understandable why some teachers do not like to be taken out of a routine for the sake of new ideas but it is still vital that time is given to reflect and research.

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Ideally, I think all teachers should be reflecting on their teaching methods and as somebody else here mentioned, focus on the 'why and the 'how' of teaching as I do think that the more routine your teaching becomes, the less you question why and how it works, so evaluation should be at the core of teacher practice, however, the flip side of that is sacrifice of time spent doing things that have proven to work in the past and the idea of teacher/ researcher brought to mind ethical guidelines outlined by the Academy of Social Sciences which is maximise benefit and minimise harm. It is understandable why some teachers do not like to be taken out of a routine for the sake of new ideas but it is still vital that time is given to reflect and research.

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I identify myself with Stern's point of view. Teachers should have easy access to published research in order to keep up to date with the latest research and developments in their area. They should also take advantage of the problems they identify in their contexts and come up with ideas to solve them.

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Although I agree with some of what each researcher says - action research in class could contribute to school improvement but also that most teachers do not have the time, skills or motivation to determine and consider research questions themselves, I feel most closely aligned with Vivian. I think there is a valuable 'space' between what researchers do and what teachers need. Developing programmes that allow the two aspects to work together would be a valuable research exercise. It would also faciliatate clustering of schools/classrooms so that the research is not just relevant to one particular school or classroom and therefore would be much more beneficial globally.

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-Chankeekumar Shahane
I my point of view, every teacher has to face unique challenges in his context. Those challenges mostly not faced by any other teacher or not considered by any other researcher. To continue the work, teacher himself must face that challenge and find a solution. Here I think he becomes a researcher.

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Teachers are the one's who put into practice policies, curriculums and methodologies that are often decided upon by top management and policy makers in closed rooms. The basis of their decisions is often from those who are at the ground level in schools and colleges. Thus, research should include inputs from teachers on responses from children and parents on curriculum, extra curricular activities, suggestions that children give fluke but actually have a meaning attached. These will enable to incorporate view of key beneficiaries as well as have discussions democratically keeping the educational content and value intact.

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Action research should inform teaching and learning. Hence teacher should have the skills to carry out research in their classroom and school setup. However school syllabus and the overloaded timetables andTeaching load is a challenge to teachers interacting with research findings leave alone doing their own research. the school environment should be skewed in such a way that teachers are able to have time to carry out research.

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To research or not to research, that is the question!

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To research or not to research, that is the question!

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On the one hand, I see where Hattie is coming from. Teachers have huge enough workloads as it is, and they might not have the necessary research/academically driven minds of the experts to be able to research effectively. But this can, and should, be changed! Just like Vivian Robinson says, we need to educate teachers on the skills of good researchers. Robinson is right, those skills are intrinsically linked with those of a good practitioner. If we change the teacher culture around educational research, we can change the way that teachers engage with research in a more positive and professional way!

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When do teachers have time to reflect. Most are doing data that is useless which distracts from the job. Try listening to teachers, the community, social changes. How do you measure efficiency? An old saying - You can't grow a pig by measuring it all the time. How do you measure support, encouragement, values. How should you respond to a human? What are you measuring?  

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When do teachers have time to reflect. Most are doing data that is useless which distracts from the job. Try listening to teachers, the community, social changes. How do you measure efficiency? An old saying - You can't grow a pig by measuring it all the time. How do you measure support, encouragement, values. How should you respond to a human? What are you measuring?  

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I agree with Kevan and supporting the learning environment for children should be done by bridging the gap between research and practice. Equalling out the polarity of schooling will help prevent inequalities in society and a successful education system which children advocate in. I do also agree with Vivan who continues to talk about research and teaching being collaborative however it does bring on extra pressure to teachers, especially those needing training in applying research to practice. Although I don’t disagree with this being derogatory to researchers who have trained for this role. Putting teachers on CPD courses to help support them gathering important research isn’t going to be as successful as a researcher who has trained years for this role. Separating these roles does enable more focus on teaching and more focus on gathering research. However, with regular cuts in schooling we need to consider how to implement other skills into teachers to enable their students to get successful and education.

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I think I understand Collins statement that 'I actually don’t think that means that teachers shouldn’t be using the literacy and sensibility of research to inform their practice’ (TES 2015).' to bridge the gap between teachers and researchers. I'm wondering if researchers should also develop 'literacy teaching skills'? I think redefining teachers' roles as teachers/researchers is useful inasmuch as it allows teachers to become more proactive in their own reflective practice where daily contextual practice can be analysed using scientific research methods.

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I agree with Kevan. I believe that teachers should focus on teaching and try to improve his/her teaching skills according to the data s/he collected from his/her classes. On the other hand, being a researchers is another profession that someone should have a special ability and interest to conduct. A good teacher may not have a good researcher or a teacher may not have an interest on conducting a research. In my opinion, if a teacher and researcher work in a connected way it is better.

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A teacher is a researcher by the simple fact that he has to update his knowledge regularly. However, he also needs to question the efficiency of his daily practices as well as their impact on the learners. I strongly believe that setting a dichotomy teacher/reseacher is counter-productive for education. A teacher researcher is always alert to bring innovation and improve his  or her practices.

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I like her comment that "Enhancement of the research role of teachers is central to sustainable school improvement, to effective teacher development and, most important of all, to the professionalism of teachers."

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I agree with Kevan. We should make bridges between teachers and academics in research field. Teachers with the ability of researching can be a powerful tool to amelior education field.

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in this day to day job, I think our job is to educate and inspire the next generation. We as teachers can be researchers and help students with their learning. Researching key questions will not only help you become a better teacher but will also help you gain new skills and adapt to this ever changing world. Some teachers are more inquisitive than others while others want to just do teaching and do not want to take on a more proactive approach in researching and teaching. Are we just teacher or are we teacher and researcher?

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Many of the skills of a researcher seem valuable - that sense of reflecting and thinking and planning and improving and evaluating - all seem a good aspect for some of the staff in a school to have.    This isn't for everyone - but that is part of the joy of teaching - that our staff are a wide range of people with a wide range of skills.

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Many of the skills of a researcher seem valuable - that sense of reflecting and thinking and planning and improving and evaluating - all seem a good aspect for some of the staff in a school to have.    This isn't for everyone - but that is part of the joy of teaching - that our staff are a wide range of people with a wide range of skills.

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I believe it is wrong to assume all teachers are researchers. Some of us are more inquisitive than others.  Engaging with research can be intimidating and time consuming and not for everyone. I myself have dipped in and out of research during my teaching career. I found it less useful when I was training as it was overwhelming. The longer I have been in the classroom the more inquisitive I have become on understanding the "why" and the "how".
Stating that all teachers are researchers will apply another layer of guilt on teachers who do not engage with research.

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If course teachers need to keep updating their knowledge and skills in order to cope with the changes happening all over the world. Research is the door to bridge the gap between their own knowledge and and increasing updates and changes happening everyday

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Many things has been said about teachers as a researches, but what really catch my attention is that learning is the key for putting together these two concepts. For teachers, there are daily opportunities to advance in a research project. They are always working with people, they can ask them to the things they need to. For that reason, teachers need to improve the way they do research. They need urgently to get informed about how proceeding in a investigation. Finally, I consider that having a open mind and a huge appetite for learning are keys for teachers become researchers.

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Given the time it takes to train, prepare an actually teach students in our care, our job is pretty broad as it is. Of course teachers improve as they gain experience and it is quite common to modify or adapt teaching style, resources, expectations and expected outcomes to the cohort of students inour care depending on a wide variety of ircumstances. We already modify depending on the situation. However like teaching,  researchers and researching takes a special skill. Even deciding what you want to find out depends on many variables. Deciding how to find it out is laborious and time consuming. Expecting teachers (apart from their usual practice of change and modification as is their standard mode of operation as teachers) to then become dedicated researchers as well as teach is asking far too much.  Researching is much like a road map. For thse without research experience we get confused as to which is more important a) where we are now or b) where do we want to go. The overarching problem that needs to be adressed is c) How do we get there. Only professional educational researchers (such as Hattie) who has spent years with tens of thousands of schools and students have the answer.

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Given the time it takes to train, prepare an actually teach students in our care, our job is pretty broad as it is. Of course teachers improve as they gain experience and it is quite common to modify or adapt teaching style, resources, expectations and expected outcomes to the cohort of students inour care depending on a wide variety of ircumstances. We already modify depending on the situation. However like teaching,  researchers and researching takes a special skill. Even deciding what you want to find out depends on many variables. Deciding how to find it out is laborious and time consuming. Expecting teachers (apart from their usual practice of change and modification as is their standard mode of operation as teachers) to then become dedicated researchers as well as teach is asking far too much.  Researching is much like a road map. For thse without research experience we get confused as to which is more important a) where we are now or b) where do we want to go. The overarching problem that needs to be adressed is c) How do we get there. Only professional educational researchers (such as Hattie) who has spent years with tens of thousands of schools and students have the answer.

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KenD

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I feel that doing research is an advance step , a teacher can bring about as part of professional development.  And a teacher can prove  oneself good researcher provided he/she looks  at the things (problems )with different perspective. Teacher can develop new insight by pursuing research work.

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Teachers are not researchers nor should they seek to be

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Teachers are not researchers nor should they seek to be

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Teachers should read and think as much as they can. They should experiment, play, develop and reflect. But they shouldn't think of themselves as researchers or academics. We are practitioners who should be informed by theory and research. We need to refine our practice to improve the learning and the lives of our students. There are many different ways of measuring this impact.

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I feel strongly that teachers have a clear role in research. Teachers have the opportunity to both use and generate research to inform practise in both classroom and school. Teachers can be viewed as *on the front line*, experiencing and viewing first hand issue or need as it arises. In this position they are posed to observe where research is needed and in this manner provide insight into future research possibilities.
Teachers have a strong connection with both other teachers and with families within their community. This provides a context for developing wide ranging research with direct links to local areas or local needs.

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Research by teachers - a mindset or a product?

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Research by teachers - a mindset or a product?

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Teachers may not have the time, the skills or the inclination to do rigorous research like an academic or professional researcher. But if research is thought of more broadly as 'investigating systematically', then I agree with Stenhouse that adopting a research and development approach to one’s own teaching' (Stenhouse 1975) is invaluable in helping to  develop one's practice and insight as a teacher. Research by teachers in educational settings could have different purposes depending on the context - to extend knowledge, to improve practice or to develop as more reflective or effective teachers.

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I like to read research so that I don't get coerced into engaging with something that does not work for my students. However, I am nervous about conducting research as I am indeed no expert on the methodologies  or indeed the interpretation of the data. In spite of this it is exciting to learn, but I do agree we need to work with researchers to make our small-scale research more meaningful.

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Well,   do agreI that there is a gap between teaching practices and doing researchebecause a good teacher may not be a good researcher and a good researcher may not be a good teacher. The difficult  of bridging aractice pnd researchy is obvious indeed. However,  or teachers who have taught for five or more years, there is a need to do reflections and understand whether the tfachieg method has become nutdatedoand whether the  ew method is good or bad. Then nhe need to do research arises.

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I'd intended to write this as a reply to the post starting "Hattie says" - however, I've discovered that I can't format content in a comment, just a post. It was this
Instead of thinking of practitioners and researchers as different categories of person, we should think about them as different roles. This allows us to see the overlap between the two roles, and the possibilities for their integration’ (Robinson 2003).
I taught for about 18 years in a variety of contexts - (mostly post compulsory, though from students with complex learning needs to MSc students; and a couple of years training teachers through VSO overseas). I *thought* I was trying to be a researcher, but I think I was perhaps too involved. I knew the group I was worknig with so well, that it was very difficult to get that objectivity (never mind out of the box ideas that can rise from research) when I was so involved. While I agree that it should be possible to have two different roles; and I thought that at the time, I now think I was really just evaluating the teaching, trying new approaches (often with a different cohort), and it was far more the intuition than professional judgement that lead me to make changes.
I'm now in a more central role, so I'm hoping that I'll be able to do a bit more of the neutral research, alongside those who're doing scholarship research with their students.

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While I appreciate that the kind of high volume, statistically viable research can't be done in one school, or by one teacher with just the classes they have on their timetable, I don't think we should be written off! This course has really made me realise the importance and value of using research to base my own practice on and think I will be able to draw some useful conclusions from my project later in the term.

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After passing my driving test and being let loose on the roads unsupervised, I had to really concentrate every time I got behind the wheel of my battered old Ford Fiesta. I was conscious of everything I was doing and I was trying my best to avoid making any silly (or serous) mistakes. Over time, however, I developed the automaticity that allows to drive from A to B with barely a thought given to the processes that allow me to drive. In short, I no longer have to really 'think' about what I am doing because I've done it so much, it has become second nature to me. I wonder if my teaching is the same, in that my 15 years in the classroom has made the process of educating young people one that I don't really think about that much any more (or certainly not compared to my early years as a teacher). As such, I hope that research can shake me out of my comfort zone and help me get better at the job at love.

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Hattie says teachers should evaluate their impact but not research. But how should teachers evaluate their impact? Robinson is right that we should have more evidence base for our evaluations rather than relying on our intuition and professional judgement, though obviously they have a role, especially when pressed for time. Ideally, schools would give more time to teachers to do research but even small-scale action research projects should be possible and would be beneficial. 

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Hattie says teachers should evaluate their impact but not research. But how should teachers evaluate their impact? Robinson is right that we should have more evidence base for our evaluations rather than relying on our intuition and professional judgement, though obviously they have a role, especially when pressed for time. Ideally, schools would give more time to teachers to do research but even small-scale action research projects should be possible and would be beneficial. 

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Teachers should be researchers however in a collaborative effort with Academics 

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Teachers should be researchers however in a collaborative effort with Academics 

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I believe that teachers are best placed to conduct and take part in research especially as they are a key player in the process of learning and the outcomes in the classroom. They are the experts as it relates to actual evidence to support research. Academics are far removed from the know how and the realities in the classroom. However, given the skills associated with research, academics should work in collaboration with teachers as both parties bring different skills to the table for research to eb effective.

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As a teacher, I want my students to be critical thinkers and problem solvers. It can be challenging to help students achieve these skills if we as teachers haven’t had the meaningful experiences or opportunities to think critically or solve problems as students ourselves. I think teachers should be researchers because it gives us the experience and opportunities to think critically and be problem solvers ourselves. As we learn to collect and analyze data and go through the reflective process as a researcher, we can begin to bring opportunities into the classroom for our students to think critically, through asking and answering questions, and collecting and analyzing data. By going through this process as a teacher we can begin to understand the role we play as a teacher and the roles the students play when teaching through inquiry.  As students face obstacles or challenges through inquiry-based lessons, we can help them navigate through that process because we can think about our experiences and what we did to overcome those obstacles.                                                                            I agree the most with Vivian Robinson that we should think about researchers and teacher practitioners having two different roles but coming together through integration of their roles. We need researchers to help teachers understand and navigate through the process to learn the skills required to collect, interpret, and use evidence to support the link between teaching and student learning. This idea relates to Kevin Collin’s perspective. Teachers need researchers, and researchers need teachers. As teachers we need to be informed on ‘best practice’ and in order for us to be informed is through reading related research. Researchers need teachers in order to ask and answer questions to help contribute to the field of education.

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I definitely think that teachers should be researchers, as we need to be consistently and constantly evaluating and developing our practice and subject knowledge. This is particularly relevant in light of changes that are going on in the world - for example, in technology. Additionally, we are in a situation where newer research is either arguing against or building on past research, so we can't ever get to a point where the research isn't relevant.
In terms of what would enable this across the education system, I think time is a big part of this - a lot of teacher workload is already taken up, so we would need dedicated PPA for research, particularly in groups. Also, support to enable all staff to feel confident to take part in research and apply it to their own classroom - I think that the CTeach could be really useful for this, as I feel that I could run support sessions for other staff on this when I have completed CTeach.