CPD

Evidence-informed practice – much talk and little action

Professor Sarah Younie, Professor of Educational Innovation at De Montfort University, writes about evidence-informed practice in education contexts.

This blog was first published as a BERA Blog in October 2017.

Note: MESH is an international education sector owned and managed initiative, developed by volunteers, with MESHGuide research summaries quality assured as are academic journal articles. For updates register to receive the newsletter and follow the Tweets (@meshguides). To ensure sustainability, MESH is a voluntary education sector led initiative funded by contributions of time from a wide range of members and supporters.


Evidence-informed practice in classrooms (EPiC practice) is a growing issue for teachers in schools and interestingly a Google search on the topic gives a million and a half returns.

Over recent years as those of us in the MESH (Mapping Education Specialist knowHow)network have canvassed colleagues about practice in other countries, we find there is little action beyond expressions of concern by policy makers and the recurrent commissioning of reports which yield nothing new (DFE, 2017).

As a co-author of the major textbooks used for secondary teacher training in the UK, I am only too aware of the extensive professional knowledge base that authors need to draw on in writing the textbooks.

High quality teaching requires a high degree of pedagogic knowledge as well as up-to-date subject content knowledge. However, we find that in many areas, the research underpinning practice is either not available or not easily accessible to teachers. Academic papers, are, after all, written as conversations between academics. Arguably, they are not and never will be designed to meet the needs of practitioners.

As reported at the BERA conference, in the ‘Educational Research and Policy Making’ SIG discussion on the UNESCO Sustainable Development Goals about improving the quality of teaching, the MESHGuide research summaries provide one answer to the need for translational research ie translating theory to practice in education.

MESH supports the use of scalable and low cost technologies to enable educators to engage in research collaborations and publications around topics they consider will make a difference to student’s learning. We are at the beginning of a long journey pooling, sharing and testing our collective research-based knowledge including knowledge about how to diagnose problems learners face and interventions that help them overcome barriers to learning. We estimate thousands of concepts need to be included in the MESHGuide list. This is a challenging task.

We define evidence-informed practice as requiring both research/evidence and teacher professional judgement about the context and learners ie explicit knowledge + tacit knowledge. In our view, all teachers can be EPiC practitioners if they are given the tools – as a minimum, this means access to research based knowledge translated to relate to practice.

You are invited to Get Involved in what ever way suits your knowledge, expertise, experience and interests. Join the MESHConnect Open Door group on www.khub.net/MESHConnect to read more and set the email alerts to be kept up to date or email enquiries@meshguides.org to volunteer.

 

Recording of our seminar: Teachers’ digital literacy and professional development: a grounded theory investigation

There is a Panopto recording of our recent seminar facilitated by Lucy Atkins available here.

The session abstract is appended below and you can read more about Lucy’s work on her website.

Abstract

In response to the increasing drive for the effective use of technology to support teaching and learning in compulsory education, my thesis presents a ground-up investigation of professional development for digital literacy that highlights the impact of four spheres of concern on individual teacher development. These four spheres are linked to the literature surrounding technology acceptance and engagement and are used to reframe a popular model of technology acceptance from a predictive model, to a supportive framework. This work is grounded in teacher professionalism within a neoliberal society, the state of professional development in the UK following the bonfire of the quangos and the role of digital literacy for the teaching professional.

IEF Seminar: Teacher’s Digital Literacy Development: a grounded theory investigation

We have a forthcoming seminar being led by Lucy Atkins, a PhD student, on 21st November from 1-2pm,

For more information about Lucy’s work see her website: www.lucyjca.co.uk Or follow the hashtag #digilitPhD

The seminar will be held in Edith Murphy House, 4.01.

Teacher’s Digital Literacy Development: a grounded theory investigation

Abstract

In response to the increasing drive for the effective use of technology to support teaching and learning in compulsory education, my thesis presents a ground-up investigation of professional development for digital literacy that highlights the impact of four spheres of concern on individual teacher development. These four spheres are linked to the literature surrounding technology acceptance and engagement and are used to reframe a popular model of technology acceptance from a predictive model, to a supportive framework. This work is grounded in teacher professionalism within a neoliberal society, the state of professional development in the UK following the bonfire of the quangos and the role of digital literacy for the teaching professional.