Every now and again there is a furore about education conferences, usually because of a photograph, article or slide that has found its way onto social media. Without fail, the discussion quickly spirals towards the dichotomy between practitioners and researchers.
This is unhelpful, because it is more productive to think about how we can better work together to improve education. We can each do this from our own specific expertise. Sometimes that’s being a teacher at the chalkface, sometimes a middle manager in a school, and sometimes a researcher at an academic institution.
One challenge with conferences, though, can be that we work and write for different audiences.
Teacher CPD: making conferences count
So, how do we overcome these differences? A useful first step might be to approach the conference itself as a stepping stone to understanding.
For example, as a teacher, it may be tempting to dismiss an academic paper if you disagree with it, or find its conclusions to be at odds with your experiences of the classroom.
Attending an academic conference on the topic can give you a new perspective. It’s an opportunity to interact with the people who produce education research, and while this might not completely change your mind, at least you will have fully engaged with the topic.
Similarly, academics may worry about the way research - complex cognitive science, for example - is presented in practitioner-led conferences. But if those academics are willing to attend such conferences, present their work, and discuss it with teachers, this can be beneficial for everyone involved.
Conference organisers have a role to play here, in encouraging a range of people from the sector to attend events, and thinking explicitly about how to solicit constructive debate.
Read more:
There are also practical aspects of conferences to consider if the aim is to foster collaboration and communication between practitioners and researchers.
Timing is important to get right, for example. Busy moments in school and academic calendars, like exam periods, should clearly be avoided.
And then there is the question of weekdays versus weekends. I have heard arguments that schools shouldn’t be expected to allow staff to take time out of the timetable to attend conferences, as this will disrupt teaching and learning.
On the other hand, if employers truly want staff to engage with professional development, this needs to be treated as part of the job - with space created for it during working hours. This can be particularly important for members of staff with young children; I remember skipping many a Saturday conference in favour of spending time with my family.
A research-focused community
Bridging the gap between research and practice isn’t always easy, but there are things we can do as an education community to improve the situation.
The most important thing might be to approach events like conferences as spaces where we can all come together to better learn how to respectfully agree and disagree. I’m sure education will be better for it.
For the latest research, pedagogy and practical classroom advice delivered directly to your inbox every week, sign up to our Teaching Essentials newsletter
