Improving educational practitioner research

改进教育实践者研究

• 批准号: 2741287
• 金额: --
• 依托单位: Loughborough University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2741287
• 关键词: Improving; educational; practitioner; research

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?

在研究和实践之间建立更好的联系是提高学校和其他环境中教育质量的关键（BA/RS, 2018; DfE, 2018）。在教育从业者中，越来越多的人热衷于通过研究来更好地了解他们的教学。那些不希望成为教育研究的批判性消费者或学者主导研究的参与者的从业人员，往往希望在自己的学校自己进行研究。这是一种潜在的有效方法，可以解决在自己的环境中重要的实际挑战（Coldwell等人，2017）。英国教育研究协会的报告《研究与教学专业》（Furlong et al.， 2014年，第27页）“强调，如果学校和大学要发展和维持自我完善的能力，发展一种富含研究的文化是至关重要的”，并建议持续“关注基于探究的实践……贯穿教师的职业生涯”（第6页）。实习教师或攻读教育学硕士学位的从业人员进行自己的小规模行动研究项目是很常见的，并且通过特许教学学院和教育捐赠基金会等各种机构也可以获得此类调查/研究的支持。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，这些研究可能无法产生可以有意义地解释的发现，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实践者对更广泛研究的批判性参与（Bennett, 2013）。上文提到的英国教育研究协会报告（Furlong et al., 2014, p. 6）建议教师“需要具备从事探究性实践的能力”。本项目将以数学为案例研究，考察实践者在其学校或其他环境中进行的研究的性质，无论是作为认证课程的一部分，学校或更广泛的倡议，还是自我指导。该项目将评估现有实践者研究的性质、质量和价值，并有助于了解如何通过精心设计、有组织的干预措施来提高其质量。研究问题本博士提案的目的是研究如何授权教育从业者在他们的学校或其他环境中进行高质量的数学教育研究。研究问题是：1。实践者目前在他们的学校里进行了什么样的数学教育研究？与其他形式的研究相比，如何判断本研究的质量和价值？导致实践者研究存在缺陷的因素是什么？哪些干预措施可以提高学校数学教育实践者研究的质量和价值？