|
||||||||||
|
|
||||||||||
|
| About the GTC | |
| Registration | |
| Standards and regulation | |
| GTC Networks | |
| Teacher Learning Academy | |
| Continuing professional development | |
| Policy | |
 |
Research |
 |
How is research funded at the GTC? |
|
GTC research criteria |
|
Programme of GTC commissioned research |
|
Research of the Month (RoM) |
|
Research informed professional practice |
|
GTC annual survey of teachers |
|
CPD leader resources |
| Parents | |
| Events | |
| News and features | |
| GTC Publications | |
| Teaching: the GTC magazine | |
| Video section | |
| Useful websites | |
By engaging in research, staff can better understand the needs of learners. First, as research engagement is a learning process, it will remind you of the challenges and rewards of being a learner. Second, by asking learners about their experiences, you will gain an insight into their point of view. Third, by undertaking a research enquiry involving pupils, you will demonstrate that you value learning yourself. Some of the teachers involved in the NFER programme thought that being involved in enquiry-based learning had helped their school to become more of a learning community where learning was a shared enterprise.
