‘It is by virtue of being an artist that the teacher is a researcher’ (Lawrence Stenhouse): deepening the connections between research and teaching
I’ve long campaigned for teaching to be a research-engaged profession, on the grounds that, as the brilliant scholar Jean Rudduck put it: ‘research leads teachers back to the things that lie at the heart of their professionalism: pupils, teaching and learning’. John Elliott, an equally distinguished thinker, provides a convincing rationale: ‘the structures of knowledge into which students are to be inducted are intrinsically problematic and contestable, and therefore objects of speculation’ – and consequently teachers have a responsibility to “model” how to treat knowledge as an object of inquiry.’
With the launch of the independent Chartered College of Teaching last month – an organisation by and for teachers to support ‘evidence informed practice’ – this seems a good time to examine what all this means.
Perhaps, though, I ought to start by doing a bit of ground-clearing around definitions. I think the notions of ‘evidence-based’, ‘research-informed’ or ‘inquiry-led’ teaching – (more…)