{"id":250,"date":"2024-02-08T18:23:55","date_gmt":"2024-02-08T18:23:55","guid":{"rendered":"https:\/\/research.shu.ac.uk\/researchconversations\/?page_id=250"},"modified":"2024-03-11T20:12:03","modified_gmt":"2024-03-11T20:12:03","slug":"responding-to-research","status":"publish","type":"page","link":"https:\/\/research.shu.ac.uk\/researchconversations\/responding-to-research\/","title":{"rendered":"Responding to Research"},"content":{"rendered":"\n
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Responding to Research<\/h2><\/div><\/div>\n<\/div><\/div>\n\n\n\n

Research can feed into professional reflection in a variety of ways:<\/p>\n\n\n\n

\u2022 It can provide you with suggestions for how <\/em>to teach a skill or approach a topic

\u2022 It can provide you with insights<\/em> into the process of teaching and learning and into the perspectives and experiences of the children and families you work with

\u2022 Through critique<\/em>, it can help you identify aspects of your classroom practice that may be disadvantaging some children

\u2022 It can inspire you to use new methods to investigate teaching, learning and other aspects of your role as a teacher

\u2022 It can inspire you to use new methods to investigate teaching, learning and other aspects of your role as a teacher<\/p>\n\n\n\n

Research can rarely, if ever, offer a recipe for exactly what to do. It is more likely to help you reflect on what might be possible or worthwhile. Even when a precise recommendation is made, this will need to be tailored to your setting and the children you work with.<\/p>\n\n\n\n

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Questions to consider<\/a> while acting on\/with research<\/strong><\/p>\n\n\n\n