Science teachers engaging with research Seminar

In this talk I will argue that teachers’ professional learning can be advanced by engagement with research and research outcomes in different ways. Based on evidence from my collaboration with teachers through funded research projects, higher degree work and professional development I will discuss how different forms of engagement, as suited to individuals and circumstances, can enable teachers to be critically reflective of practice and their own learning. I will draw on examples from research and development projects on teaching argumentation to demonstrate the value of being involved or using outcomes from these projects. I will also use a few examples from reflective accounts written by my masters and doctoral students to show how their research for these degrees has advanced their professional knowledge. A key feature of my current work is on the development of action research with teachers in schools, who are investigating aspects of their own practice. I believe these kinds of inquiry can fruitfully enhance the engagement of teachers with research in the current climate, as evidenced by recent activity within the ASE Research Specialist Group.