We were delighted to see our teacher reflection piece published online this week in Issue 22 of the Chartered College of Teaching’s Impact journal. Issue 22 is especially close to our hearts because it explores the theme of embedding a culture of research in schools.
“This issue has taken an open look at research and the teaching profession, with a focus on the robustness, reliability and relevance of research findings for education settings. The range of voices from across the educational research community have strengthened the relationship between theory and practice. It is clear that a culture of research- and evidence-informed practice is continuing to develop and enhance the ‘self-improvement’ journey of schools and colleges. What is also clear is that how this culture is developed and how teachers engage with research are ‘as important as that it actually occurs in the first place’ (Groß Ophoff et al., 2023).”
Issue 22: Autumn 2024
Published: September 2024
Guest Edited by: Tanya Ovenden-Hope
This issue explores the theme of embedding a culture of research in schools, with sections on:
- Leading research-rich schools
- Evidence-informed professional development
- Context matters in educational research
- Overcoming challenges in evidence-informed practice
