Can teachers be researchers too?

published:January 2006

One of the questions that worries people approaching research for the first time is: 'Can I be a researcher?' This springs from the image of researchers as white-coated academics far removed from the classroom, and a concern that practitioners will not have the skills, knowledge and experience required.

The answer to the first concern is that anyone can be a researcher – it's a big enough field for everyone to find a place. Think of it this way: who is better placed to identify educational challenges, find out what's causing them and seek workable solutions than a teacher or member of support staff?

The answer to the second concern is to recognise how to apply your existing skills and to seek help, support and guidance to make sure you keep on the right track.

Identifying existing skills that can be applied to research is a metacognitive process. You could start by making a list of transferable skills. Here are some examples:

• organisational and planning skills are invaluable to research. These could include the ability to find information, secure resources, plan a timetable, organise files and review progress
• questioning skills can be used to pose clear and answerable research questions
• observational skills (often used for performance management) can be adapted to using observation for research
• interpersonal skills (including listening, questioning and an awareness of body language) can be used to advantage in interviewing
• being able to design forms and write letters is a useful skill for designing questionnaires
• an awareness of ethical issues (such as child protection, confidentiality and informed consent) is of key importance when planning and conducting research
• an ability to summarise, identify relationships between factors and consider alternative explanations are particularly useful when it comes to analysing your results
• the energy, enthusiasm and persuasiveness you bring to a really good lesson can be called on to keep others interested and informed about your research

Sources of support and advice are widely available from:

• your own experience as an undergraduate
• your experience of other initiatives that involved reflection, enquiry and evaluation
• written/internet resources and 'how to' guides
• people with research experience at your school
• people with research experience in other schools
• local networks of people who are interested in enquiry-based learning
• local authority advisers
• professional researchers (e.g. people working at local universities)
• national organisations, such as the National Teacher Research Panel, the GTCE, teacher organisations and the NFER.