{"id":213,"date":"2024-02-08T17:39:40","date_gmt":"2024-02-08T17:39:40","guid":{"rendered":"https:\/\/research.shu.ac.uk\/researchconversations\/?p=213"},"modified":"2024-03-04T14:43:13","modified_gmt":"2024-03-04T14:43:13","slug":"sharing-research-teacher-perspectives","status":"publish","type":"post","link":"https:\/\/research.shu.ac.uk\/researchconversations\/sharing\/sharing-research-teacher-perspectives\/","title":{"rendered":"Teacher perspectives"},"content":{"rendered":"\n

In the Research Mobilities<\/em> project, we spoke to primary school teachers in England about their varied encounters with literacy research. They shared how and why they look for research, the different kinds of ideas and formats they come across, how they share and engage with research, and the opportunities and challenges they face along the way. <\/p>\n\n\n\n

These excerpts highlight a range of experiences and challenges with literacy research. You can use these quotes to get into conversation<\/a> with teachers’ different viewpoints and prompt your own questions and reflections. <\/strong><\/p>\n\n\n\n

“I put [\u2026] one about the UKLA conference in City I that I went to which is a really nice way of sharing research and having it presented to you by the people that have done it and being able to ask them questions about it and so that\u2019s quite nice. That’s just another way of sharing research, isn\u2019t it, rather than just reading about it [\u2026]

I think the easiest way to share [research] is to hear about it and see it, so for me the Open University does the Reading for Pleasure conference. I went to the one in City L a few weeks ago and so what they\u2019re presenting there is more \u2013 Whereas the UKLA is very academic, the OU things that they present for the Reading for Pleasure are much more \u2018by teachers for teachers\u2019, and so I came away with lots of practical things that I could do from research that other people had done, but I think that not a large amount of people go to it. People who are already interested. I don\u2019t know how you would interest the people who aren\u2019t interested or who don\u2019t access that \u2026”<\/p><\/blockquote><\/figure>\n\n\n\n

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“I lead probably eight staff meetings a year realistically and I always try to put some research in the staff meeting to say this is why we\u2019re doing this, because I think when I’ve sat in meetings or in CPD I want to know where it\u2019s come from and it\u2019s not just someone\u2019s whacky idea in the back bedroom on like a Tuesday night. 

It varies to be honest, because sometimes it\u2019s things that I’ve read or training that I’ve been on where there\u2019s been a research influence.  And when I book myself on CPD I am quite selective of what research backs it, so we\u2019ve done bits with like Huntington Research School and things like that, so probably, I don\u2019t know, a couple of hours a term. It depends completely because sometimes it\u2019s a lot and I will really sit and digest a report and that might be a day, so I can really get my head in to it [\u2026]
And sometimes it might be like 20 minutes before I plan a staff meeting where I read something and I take the key parts out and do almost like a summary for staff and I always share like EEF with the team, so they can see, you know where with EEF you\u2019ve got your report and then you\u2019ve got your executive summary sheet, I will often share that with people because I think it\u2019s more digestible.”<\/p><\/blockquote><\/figure>\n<\/blockquote>\n\n\n\n

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“I have heard about it in other err MATs and another big trusts where they\u2019ve actually set up Padlets and different things like that for people to just join and to be able to find that research and I thought to myself \u2018Oh that\u2019s so fascinating\u2019 but then I thought nobody I know \u2013 I mean, for example: I did the Reading for Pleasure course with the Open University last year or the year before or something, and then again you get lots of really interesting things, but even when I put those things together and send them to people they don\u2019t always have time to look at it. It doesn\u2019t get looked at. So then you sort of think there\u2019s no point.

For me, I would really like someone to have to be able to share that with so I am quite looking forward to \u2013 I know you’re not supposed to look forward to being part of a MAT but I am quite looking forward to the fact that you know there will be a kind of a whole group of people thinking about stuff like that, that I can maybe share with \u2013 because at the moment I can\u2019t digest it and so I don\u2019t.<\/p><\/blockquote><\/figure>\n\n\n\n

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“Almost like a community of experts. I know, going on CPD, taking on geography, I am not geography based at all, it\u2019s not a subject I would say I’m any good at personally [\u2026] I would work really hard to make sure I have at least enough information to be able to put it across to the children and do well at doing that. But I am not a specialist, so having access to specialists, to people who go \u2018this is my specialism, I know that this works, this works and this works for me.\u2019 And there are options for others and having those and knowing that actually when I go here, they are specialists and I am certain that they have tried it, they have looked into it, and they have almost done all of the work that I don\u2019t want to do in many ways.”<\/p><\/blockquote><\/figure>\n<\/blockquote>\n\n\n\n

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“Well I think initially something that anyone who is interested can access like a web resource or something, that people could access if they wanted to and we could share details of that quite easily. I don\u2019t know, I’m trying to think of – I guess like a blog or something where people write really short, shortish, like 500 words or so entries about a piece of research that they\u2019ve encountered and maybe the university could put in quite a lot, but maybe other people could submit things, you know, their own blog posts on things that they\u2019ve read, so it could be collaborative. And that might provide some interaction and if people were interested, and there was buy in, then you could arrange a Zoom meeting to discuss something or develop something, or offer some training perhaps actually. Like people really go for that if they can add it to their CPD journal. So yes, something that doesn\u2019t require the buy in from a certain number of teachers in the school for one individual to find it effective. And something that is quite easy to read piecemeal.

Like if you’re a newbie to research or you’re just thinking \u2018Oh, is this something for me?\u2019 then having something that is fairly digestible and short is definitely a good way in, rather than being faced with a 27-page piece of research using words that they might not have heard since they were at university themselves.”<\/p><\/blockquote><\/figure>\n","protected":false},"excerpt":{"rendered":"

In the Research Mobilities project, we spoke to primary school teachers in England about their varied encounters with literacy research. They shared how and why they look for research, the different kinds of ideas and formats they come across, how they share and engage with research, and the opportunities and challenges they face along the […]<\/p>\n","protected":false},"author":67,"featured_media":335,"comment_status":"open","ping_status":"closed","sticky":false,"template":"wp-custom-template-sharing-page","format":"standard","meta":{"wds_primary_category":0,"footnotes":""},"categories":[8],"tags":[],"class_list":["post-213","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-sharing"],"_links":{"self":[{"href":"https:\/\/research.shu.ac.uk\/researchconversations\/wp-json\/wp\/v2\/posts\/213","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.shu.ac.uk\/researchconversations\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/research.shu.ac.uk\/researchconversations\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/research.shu.ac.uk\/researchconversations\/wp-json\/wp\/v2\/users\/67"}],"replies":[{"embeddable":true,"href":"https:\/\/research.shu.ac.uk\/researchconversations\/wp-json\/wp\/v2\/comments?post=213"}],"version-history":[{"count":11,"href":"https:\/\/research.shu.ac.uk\/researchconversations\/wp-json\/wp\/v2\/posts\/213\/revisions"}],"predecessor-version":[{"id":1018,"href":"https:\/\/research.shu.ac.uk\/researchconversations\/wp-json\/wp\/v2\/posts\/213\/revisions\/1018"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/research.shu.ac.uk\/researchconversations\/wp-json\/wp\/v2\/media\/335"}],"wp:attachment":[{"href":"https:\/\/research.shu.ac.uk\/researchconversations\/wp-json\/wp\/v2\/media?parent=213"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/research.shu.ac.uk\/researchconversations\/wp-json\/wp\/v2\/categories?post=213"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/research.shu.ac.uk\/researchconversations\/wp-json\/wp\/v2\/tags?post=213"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}