Improving educational practitioner research

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的教育质量的关键(BA/RS，2018；DFE，2018)。教育从业者越来越热衷于通过研究更好地了解他们的教学。想要成为教育研究的关键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。这是在各自的背景下应对具有重要意义的实际挑战的一种潜在的强有力的方式(Coldwell等人，2017年)。英国教育研究协会的报告《研究和教师职业》(Furlong等人，2014年，第27页)“强调，如果学校和大学要发展和保持自我完善的能力，发展研究丰富的文化是至关重要的”，并建议持续“关注以探究为基础的实践……在教师的整个职业生涯中“(第6页)，见习教师或具有教育硕士资格的从业者自行进行小规模的行动研究项目是很常见的，而且还可以通过不同的机构，如特许教育学院和教育捐赠基金会，为这种调查/研究提供支持。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，这样的研究可能不会产生能够被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对更广泛研究的批判性参与(Bennett，2013)。上面提到的英国教育研究协会报告(Furlong et al.，2014，p.6)建议教师“需要具备从事探究式实践的能力”。该项目将以数学为案例，考察实践者在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，还是基于学校或更广泛的倡议，或者自我指导。该项目将评估现有从业者研究的性质、质量和价值，并有助于了解如何通过精心设计的、有组织的干预来提高其质量。研究问题本博士提案的目的是调查如何授权教育从业者在其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.从业者目前在其学校进行哪些类型的数学教育研究？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.从业者研究中任何弱点的促成因素是什么，哪些干预措施可以提高学校数学教育从业者研究的质量和价值？

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?