{"id":264,"date":"2024-02-08T18:28:43","date_gmt":"2024-02-08T18:28:43","guid":{"rendered":"https:\/\/research.shu.ac.uk\/researchconversations\/?p=264"},"modified":"2024-03-04T14:44:06","modified_gmt":"2024-03-04T14:44:06","slug":"responding-to-research-teacher-perspectives","status":"publish","type":"post","link":"https:\/\/research.shu.ac.uk\/researchconversations\/responding\/responding-to-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><\/strong><\/strong><\/p>\n\n\n\n

I think some pathways \u2013 I wonder whether some links with the universities would be helpful so that there was a pathway for a partnership between teachers and universities.  I wonder whether that would be useful, but when I was an undergraduate I did a geography degree and I did some work on children\u2019s geographies for one of my dissertations and there was all about the different levels of participation and levels of democracy. And so there were different levels of participation and I wonder whether there is a broader scope for increasing the level of participation in research for teachers about that more of a co-construction between universities and schools, rather than trying to equal that power relationship.<\/p><\/blockquote><\/figure>\n\n\n\n

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“I went to that webinar and I think you were there as well, the OU one with Jenny?  Was it Jenny Rowsell? \u2013 I can\u2019t read my own handwriting \u2013 about creating spaces for justice literacies which is really interesting, and I think that research was very academic and theoretical perhaps, but like I really enjoyed being there, but I perhaps struggled to access it as a kind of practitioner.  Some of it.  It was really enjoyable as a session but I wasn\u2019t sure about the practical application in my setting \u2026 but I guess not all research for direct practical application perhaps.”<\/p><\/blockquote><\/figure>\n<\/blockquote>\n\n\n\n

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T11:<\/strong> Yeah, yeah, you’re right. I have also thought as well what is research. So when you said, \u2018What is research?\u2019 I was thinking yeah, what is research. Is it me researching something? Because I’m looking at other people\u2019s research, so it\u2019s not live. I am at the moment involved in something else to do with visual thinking and so I have been doing my own research, but it\u2019s within my classroom in my school. So it\u2019s very small but then before I did that I had to read somebody else\u2019s research to find out where to go to next for my own, so, you know, where does it begin? It\u2019s a chicken and an egg, isn\u2019t it. [#laughs]

T26:<\/strong> It\u2019s great you’re doing your own research. That\u2019s brilliant.

T11:<\/strong> Well, I think it is interesting, because you can look at it from a completely different angle, because you’re in the classroom all the time and you’re doing the same thing over and over, but when somebody puts something in your head you’re going \u2018Ohh, that\u2019s interesting. I might try that and see what happens\u2019
Yeah, and then I brought something back to everybody and I said, \u2018What do we think of this?\u2019 and they were going \u2018Oh, hmm\u2019, and I said, \u2018I\u2019ll tell you what we\u2019ll do, we\u2019ll try it and then make a decision\u2019 rather than just saying \u2018No, it\u2019s not going to work for our children\u2019, so again that is another piece of research, isn\u2019t it. So you\u2019ve got to trail something, see if it works, look at the results from it, and then decide is it good enough for us. I think that we do that all the time, don\u2019t we?

T26: <\/strong>We all try, I think. We always want to know the next best thing. Well, I know some teachers don\u2019t. I know at my school there is definitely some teachers that don\u2019t want to try it, but I am always like \u2018Ooh yeah, I\u2019d like to try this\u2019.<\/p><\/blockquote><\/figure>\n\n\n\n

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“Well the reason we\u2019re doing whole class reading in our school is because I remember doing Carousels and looking one day at my class and thinking why are three-quarters of them doing time-filling activity while I’m paying attention to these 6?  And I remember looking into what was the thought of doing whole class reading and looking for the research and that goes back to that gap that T75 was talking about identifying it and I suppose at that point I did.  I just very sneakily without permission did it and it was only when my class\u2019s results were getting better and people were observing it and noticing it as they were walking past that they began to ask why, and I justified why I had done it, but it was very much under the counter.  It wasn\u2019t necessarily an overt thing as a result of reading but it was the other way around. I identified a need and I looked for something that matched it.”<\/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 way. These […]<\/p>\n","protected":false},"author":67,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"wp-custom-template-responding-page","format":"standard","meta":{"wds_primary_category":0,"footnotes":""},"categories":[11],"tags":[],"class_list":["post-264","post","type-post","status-publish","format-standard","hentry","category-responding"],"_links":{"self":[{"href":"https:\/\/research.shu.ac.uk\/researchconversations\/wp-json\/wp\/v2\/posts\/264","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=264"}],"version-history":[{"count":5,"href":"https:\/\/research.shu.ac.uk\/researchconversations\/wp-json\/wp\/v2\/posts\/264\/revisions"}],"predecessor-version":[{"id":1019,"href":"https:\/\/research.shu.ac.uk\/researchconversations\/wp-json\/wp\/v2\/posts\/264\/revisions\/1019"}],"wp:attachment":[{"href":"https:\/\/research.shu.ac.uk\/researchconversations\/wp-json\/wp\/v2\/media?parent=264"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/research.shu.ac.uk\/researchconversations\/wp-json\/wp\/v2\/categories?post=264"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/research.shu.ac.uk\/researchconversations\/wp-json\/wp\/v2\/tags?post=264"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}