Improving educational practitioner research

在研究与实践之间建立更好的联系是提高学校和其他环境教育质量的关键（BA/RS，2018; DfE，2018）。教育工作者越来越热衷于通过研究来更好地了解他们的教学。那些不想成为教育研究的批判性消费者或学者领导的研究的参与者的从业者，往往希望自己在自己的学校进行研究。这是一种潜在的强有力的方式来解决在其自身背景下重要的实际挑战（Coldwell等人，2017年）。英国教育研究协会的报告《研究与教学职业》（Furlong et al.，2014年，第27页）“强调，如果学校和学院要发展和维持自我完善的能力，发展一种丰富的研究文化是至关重要的”，并建议持续“注重以探究为基础的实践.见习教师或攻读教育硕士学位的教师，通常会自行进行小型的行动研究计划，而各机构，例如特许教学学院和教育基金会，亦会为这类调查/研究提供支援。然而，这些研究的质量和价值并不总是很高。如果没有适当的支持，这些研究可能不会产生可以有意义地解释的结果，甚至可能嵌入对教育研究的误解，这可能会阻碍，而不是支持，从业者与更广泛的研究的批判性参与（班尼特，2013）。上面提到的英国教育研究协会报告（Furlong et al.，2014年，第6页）建议，教师“需要配备从事探究式实践”。使用数学作为案例研究，该项目将审查的性质，从业者在他们的学校或其他设置，无论是作为认证课程的一部分，校本或更广泛的倡议，或自我指导。该项目将评估现有的从业者研究的性质，质量和价值，并有助于了解如何通过精心设计的，结构化的干预措施提高其质量。研究问题这个博士建议的目的是调查如何教育从业者可以被授权进行高质量的数学教育研究在他们的学校或其他设置。目前从事数学教育研究的教师在他们的学校进行什么样的数学教育研究？2.与其他形式的研究相比，如何判断这项研究的质量和价值？3.什么是促成因素的任何弱点，从业者的研究，什么干预措施可能会提高质量和价值的从业者的研究在学校数学教育？

Forging better links between research and practice is key to improving the quality of education in schools and other settings (BA/RS, 2018; DfE, 2018). There is growing enthusiasm among education practitioners for their teaching to bebetter informed by research. Practitioners who want to be more than critical consumers of educational research, or participants in studies led by academics, often wish to conduct research themselves in their own schools. This is a potentially powerful way to address practical challenges of importance in their own contexts (Coldwell, et al., 2017). The British Educational Research Association report Research and the Teaching Profession (Furlong et al., 2014, p. 27) "stressed that the development of a research-rich culture is vital if schools and colleges are to develop and sustain the capacity for self-improvement", and recommended a sustained "focus on enquiry-based practice ... throughout teachers' professional careers" (p. 6).It is common for trainee teachers, or practitioners doing masters qualifications in education, to conduct their own small scale action research projects, and support is also available for this kind of inquiry/research through various institutes, such as the Chartered College of Teaching and the Education Endowment Foundation. However, the quality and value of these research studies is not always high. Without appropriate support, such studies may not produce findings that can be meaningfully interpreted, and may even embed misconceptions about educational research that can hinder, rather than support, practitioners' critical engagement with wider research (Bennett, 2013). The British Educational Research Association report mentioned above (Furlong et al., 2014, p. 6) recommended that teachers "need to be equipped to engage in enquiry-oriented practice".Using mathematics as a case study, this project will examine the nature of the research that practitioners conduct in their schools or other settings, whether as part of certificated courses, school-based or wider initiatives, or self-directed. The project will assess the nature, quality and value of existing practitioner research and contribute to knowledge about how its quality may be enhanced through carefully-designed, structured interventions.Research questionsThe aim of this PhD proposal is to investigate how educational practitioners can be empowered to conduct high-quality mathematics education research within their schools or other settings.The research questions are:1. What kinds of mathematics education research do practitioners currently conduct in their schools?2. How might the quality and value of this research be judged in comparison to other forms of research?3. What are the contributory factors to any weaknesses in practitioner research, and what interventions might improve the quality and value of practitioner research in mathematics education in schools?