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Introducing the GTC Networks.
Good teaching needs good networks and good networks need good teachers.
The GTC Networks provide support by linking teachers nationally and putting them in touch with the latest research and evidence. They let teachers have a voice at national debates on changes to education.
Pause for thought: 'An island waiting to be discovered'
Lesley Saunders reflects on research-informed professional practice.
Teachers need time and support to explore their professional practice, and to contribute to the accumulation of professional knowledge.
Schools should be places that support and encourage teachers to take risks, to be creative and to lead curriculum development and innovations in teaching and learning. In short: to engage in and with research.
Research-informed practice offers a rich mixture of positive activities and results, such as:
- a growing evidence-base to support the development of teaching skills, both generic and specific
- teacher-led school improvement
- satisfying, robust and relevant professional learning and development for teachers
- a range of data for accountability purposes
- a culture of self and collective evaluation
- an opportunity to think and look beyond one’s own horizons, and
- the chance to join other networks/communities of professionals.
I thought I was a good teacher, and certainly I was competent; but it was research which made me better than just competent.
Feedback from a teacher
Read the full article to learn how a school can create a culture where research is valued and supported. It can be downloaded as a PDF on the right hand side.
