As a teacher, why do I need to bother about research?

By Scott Buckler and harriet Moore

Change in education

Consider a tree being perfectly reflected in a pool of still water. If the water is rippled, even slightly, the image is disrupted. However, if the water remains still, while the image remains unchanged, the pool of water can become stagnant. By analogy, what ripples have we experienced within education from a micro to a macro level in recent years? The Covid-19 pandemic, the cost-of-living crisis, global conflict, technological advancement, and so forth. Consider how such changes have affected the students we work with? Yet without such ripples, the world of education could stagnate. Consequently, change is inherent within education.

Such change can arise through being asked to engage with a new system, method, or ideology, or perhaps through a change of leadership. Change may also arise from questioning our professional practice, or simply through a conversation with a colleague. Perhaps the foundation that defines what is meant by the word ‘profession’ is this intrinsic drive for constant improvement: without this, our profession would stagnate in the same way a still pool of water would.

Indeed, change is the justification for any research, an assertion to keep in mind the next time you read a journal article. By this:

· Question what the purpose of the research was,

· Question whether the conclusions provide recommendations for improving practice, and perhaps most importantly,

· Question whether the article has changed your perception on the topic.

Why engage in research?

While reading research from others is important, why should the individual teacher engage with their own research? The reasons are numerous, for example, there could be an extrinsic element such as completing a dissertation for a higher qualification or a CPD award, or more intrinsic in that the teacher is driven to improve a small aspect of their classroom practice. By this, it could be reasoned that all teachers are implicitly engaged with research daily.

What is research?

Taking this perspective further, a definition of educational research is, ‘the collection and analysis of information relating to education in an attempt to explore, explain and enhance the profession’ (Buckler and Moore, 2023:10). Simply put, exploratory research is the ‘what’, in other words, defining what an issue is within education. For example, it may be that you have noticed that the results on exam performance is decreasing but you do not understand the reasons for this. Exploratory research aims to generate definitive ideas that can be tested. Conversely, explanatory research is the ‘why’ or research and relates to testing the cause-and-effect relationship between a particular aspect to explain why exam performance is decreasing, for example there may be a correlation in the amount of sleep students get and their subsequent performance.

In summarising the themes discussed, without change education would stagnate. Change, whether small-scale or large-scale is inevitable within education due to a variety of external factors. All research is concerned with change, and as teachers, we engage with research at different levels throughout our careers. Research can explore or explain an aspect to help enhance the profession.

So why should teachers be concerned about research?

Can you imagine a career spanning 40 years where every year was the same as the previous? Can you remain an island in an ocean of change during that time? How much energy would you need to invest to maintain stasis, and would this require greater investment that going with change? Would you rather be the one subjected to change, or the one who has the autonomy to lead change?

Furthermore, research by Robinson et al (2009) has highlighted that the largest effect size on the outcomes of learners is through engaging with professional learning (characterised through research engagement). Their research indicated an effect size of 0.84 which was double the effect size of the next most effective aspect on improving learning; that of the actual planning, coordinating and evaluation of teaching. Other authors have similarly advocated the importance of professional learning (e.g. Cordingly, 2013; DfE, 2015; Menter et al., 2010; Opfer and Pedder, 2013). Consequently, the role of research is central to professional learning and directly impacts student outcomes more than any other factor.

This series of posts will therefore examine an array of aspects relating to research. However, until the next post consider:

1) What is your relationship with research? What have you previously engaged with? What are you currently engaged with?

2) What current factors are causing you to question an area of your practice, or the wider profession?

3) What piece of research has transformed an aspect of your professional practice?

Discover the next blog post in this series

References

Buckler, S. and Moore, H. (2023) Essentials of Research Methods in Education. London: Sage Publications Ltd.

Robinson, V., Hohepa, M. and Lloyd, C. (2009) School Leadership and Student Outcomes: Identifying What Works and Why. Wellington: University of Auckland.

Cordingley, P. (2013) ‘The role of professional learning in determining the profession’s future’, in C. McLaughlin (ed.), Teachers Learning: Professional Development and Education (The Cambridge Teacher Series). Cambridge: Cambridge University Press. pp.21-31.

Department for Education (DfE) (2015) ‘A World-Class Teaching Profession: Government Consultation Response. Available at: www.gov.uk/government/consultations/developing-the-teaching-profession-to-a-world-class-standard (accessed 28 May 2024).

Menter, I., Hulme, M., Elliott, D. and Lewin, J. (2010) Literature Review on Teacher Education in the 21st Century. Edinburgh: Scottish Government.

Opfer, V.D. and Pedder, D. (2013) ‘Teacher change and changing teachers via professional development’, in C. McLaughlin (ed.), Teachers Learning: Professional Development and Education (The Cambridge Teacher Series). Cambridge: Cambridge University Press. pp.93-118.

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Books details

Essentials of Research Methods in Education
Scott Buckler and Harriett Moore
March 2023

About the authors

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Scott Buckler is a Chartered Teacher and a Chartered Psychologist, with a career spanning primary through to tertiary education, eLearning, and various lecturing roles in higher education. He currently leads Computing and Information Technology at an all-through school in the West Midlands and works as an independent academic with other universities in the areas of transpersonal psychology, inclusive education, and research methods.

Scott's most recent book, 'Essentials of Research Methods in Education', was released in April 2023 by Sage Publications. He is currently working on the fourth edition of ‘Psychology for Teachers’. For more information visit: www.scottbuckler.com

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Harriett Moore has a varied background within the field of both education and research. She studied animal behaviour at University College Chester (a college of Liverpool University) where she engaged with a wide selection of research methodologies, from observational approaches to applied research in a range of contexts. Her skills have transferred effectively into analysing human behaviour.

Harriett has been involved with education since the mid-2000s as a secondary teacher, IT Operations Manager, among other roles. Throughout her career, Harriett has engaged with applied research to help facilitate change and to inform a variety of audiences, continually challenging perspectives in the limitations of what people think is possible, and what can actually be achieved.

Harriett currently manages the school’s Duke of Edinburgh Award Scheme and is a firm believer that education is much more than classroom based learning, rather requiring a “whole-person centred” approach. Her current research projects include teacher wellbeing, martial arts within the school setting, and student/staff perceptions on elearning.