Research engagement as effective CPD

last updated:January 2006

Research activity is about finding out new information and gaining insights that can be applied in practice. As such, it provides a wonderful professional development opportunity. This is particularly valuable when the experience of undertaking research is shared among a group of colleagues.

Getting involved in research gives teachers and support staff an opportunity to consolidate their existing skills and develop new ones. These include:

• Planning and managing a research project
• Specific research skills, such as designing a questionnaire, interviewing and observing practice
• Analytic skills involved in refining research questions, making sense of previous research and interpreting qualitative or quantitative data
• The ability to reflect on your own practice and make judgements based on evidence
• Leadership and teamwork skills
• Mentoring skills
• Communication skills involved in explaining your research ideas, keeping people informed of progress and sharing your findings with others.

Field Place First School: gaining skills and confidence through research activity

Field Place First School in Worthing, West Sussex caters for over 300 children aged three to eight. Lucy Payne had been working as a nursery teacher for about five years when she was invited to become involved in her schools research on the impact of its early intervention programmes. This involved Lucy working with Andrew Simpson, the key stage 2 coordinator, with support from headteacher Frances Dunkin.

Lucy was keen to take part: When there was a chance to do a research project I thought yes, I really want to be involved. Its good to reflect on what youre doing. She admitted to feeling rather unsure about her ability to do research at first, but her interest in childrens early learning sustained her and she felt more at ease as the research began to take shape. While Andrew took a lead in analysing assessment data, Lucy discovered that she had a flair for gathering and analysing qualitative data, from interviews with parents. She reported on the teams progress at staff meetings and at a seminar in Nottingham, which involved sharing her schools research with other schools involved in the NFER programme.

Lucy realised that the research had made an impact on her own development: As my understanding grew, I definitely became more confident and I felt I was really contributing something to the team. If youd said to me at the beginning that Id be presenting this project at Nottingham I would have been petrified! It was amazing that I could actually do that and I understood what I was talking about. I think it must have developed leadership skills – Id be able to share the experience from this project with others now, which is a leadership skill, isnt it?

Hammond Primary School: understanding learners responses to interactive white boards

Hammond Primary School in Hemel Hempstead has about 200 children on roll, including a number of children with special educational needs. The research team wanted to find out about childrens responses to interactive whiteboards. Most of the children enjoyed using the whiteboards and were able to explain how using the whiteboards helped their learning. But a few children in each class (especially those with autistic spectrum disorders) found the whiteboards too visually and aurally stimulating. As a result of this research, the teachers developed a best practice guide to help teachers plan to use whiteboards selectively, for the benefit of all their pupils.

• Can you identify specific skills that you would like to develop through research engagement?
• What guidance and support will you need?
• How will you document your progress and achievements?