Undertaking research activity can seem daunting for teachers. There may be a lack of confidence in research skills and the processes involved can seem complicated.
Also, research projects will involve children and young people, either directly or indirectly, and possibly other partners external to schools, so there are many ethical considerations.
Putting all this together, then, and embarking on research as a teacher can seem like too much on top of the day job. And yet, in Scotland, building research skills and engaging in practitioner enquiry are key elements of the Standard for Career-Long Professional Learning for teachers.
Research should be an integral part of the teaching role, and here is why:
1. Everyone is a researcher
We use research skills in our lives every day. When we search for the best broadband deal or the best price for clothes, we are doing research.
When we are looking for somewhere to live, we do research on the possible communities and areas we could live in. When we ask questions about how something was made, we are doing research. When we are juggling a range of family commitments across a week, we are using the skills of a researcher to solve problems.
Teachers, in short, are already researchers.
2. Teachers are learners
It’s exciting to learn about new things and makes the job more interesting. Teachers need to model the joy of learning to others.
3. Every person is different
Every human being is affected by the external world in different ways. What works for one person will not necessarily work with someone else.
What worked for someone 30 years ago will not necessarily work now. A teacher therefore needs to have current knowledge, be able to critique that knowledge and be able to apply it to their own world context so that it meets the needs of their learners.
If it doesn’t work, they need to be able to find alternative solutions.
4. Teachers are working in real-time settings
Therefore, their voices on what is currently happening in the classroom are important. From an international perspective, there continues to be interest in Scottish education.
However, there needs to be credibility to what is being said, and one way to achieve this is by having evidence gained from undertaking some research or professional inquiry activity.
5. Research can be done individually but also in a team
In undertaking research, you may develop a valuable professional network - and harness new skills and knowledge by working within this team.
6. Ethical research requires teachers to think deeply about their identity and professional relationships
Research helps teachers become more engaged with the world around them, more confident to challenge issues and better able to deal with myriad unexpected problems that are guaranteed to occur.
Better research skills lead to more autonomy and a range of improved leadership skills; it makes for a more effective, more knowledgeable teaching profession.
Ultimately, the best thing to do is to start small, focus on your practice, identify an issue that you want to address, do some reading, put a small change in place and then gather evidence of the impact. This is how most teachers begin to incorporate research into their practice.
Teachers are learners, too, and beginning with small-scale inquiries like this can then lead to more formal, larger-scale research projects supported through master’s study.
As you gain more confidence, there are opportunities to share your findings - and ultimately strengthen the teaching profession in Scotland.
Dr Anna Robb is a senior lecturer (teaching and research) at the University of Dundee
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