Without an understanding of relevant and contemporary research can we really improve teaching and learning? As a trainee teacher at the University of Derby, I have begun to appreciate the importance of sustained, research-informed, deliberate practice to improve my teaching and the impact that this has on my learners.

Think about a problem you have faced in the classroom. This could be anything from disengagement to technology disruptions. Whilst it might be useful asking a colleague or mentor for advice, hearing one or two subjective viewpoints may not be sufficient, particularly when you could access thousands of research studies at the touch of a button.

With research, we are able to use reliable and objective sources to aid our practice based on experiences of numerous teachers and researchers. More importantly, this wealth of information can be filtered quickly to be up to date and current. New research is emerging constantly. What better way to use it than in our own classrooms right now?

Wealth of information

In my personal experience, I have used Rosenshine’s principles of instruction to assist me in planning and structuring my lessons. The research is based on a triangulation of cognitive science, master teachers and cognitive supports, and lists 10 principles of an effective learning experience. As a trainee, I consistently look to better my practice and enhance learning opportunities, and the excellent advice in this research, coupled with my knowledge of the students I work with, allowed me to improve the outcomes of my learners.

Whilst research can never focus on your own individual situations, it does leave you with a wealth of information that can be adapted until it is the perfect fit. It is important to state here that sifting through research will not give you a solution that you can put into practice immediately. Research needs to be moulded to fit your situations.

Informing practice

For example, I can only use 8 of Rosenshine’s 10 principles as I am limited to an hour lesson with a 5 minute walk between campuses. This is where we need to adapt and use the research to inform our practice, based on the specific classes that we teach. This also doesn’t need to be a time-consuming affair, with sources such as Google Scholar offering easy access to a wealth of resources. Moreover, as a trainee teacher, you can get Society for Education and Training (SET) membership for free and have access to the EBSCO research database. Using these source can give you quick access to the world of education research. Even if you do find yourself spending a lot of time on the research, if it is solving a problem faced in practice, then you are reducing effort and wasted time spent on ineffective teaching and learning.

The University of Derby have encouraged trainees to engage with research throughout the PGCE programme, and is celebrating research this Saturday. PGCE students will be able to share their research proposals with other academics, teachers from across the sector and trainee students. This event will hopefully encourage students to keep up with the research even after university, and highlight the endless benefits of evidence based practice.

Jessie Bradshaw is a PGCE Post-14 trainee

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