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Additional resources for Becoming an Evidence-based Practitioner: A Framework for Teacher-Researchers
Dadds (1995, p. 160) is optimistic about how the current climate, which despite the pressures of responding to many initiatives, supports joint planning, thinking, agreeing and action and can help the emergence of collaborative action research. Certainly it is no longer possible, or desirable, ‘to close one’s door and get on with it’ as often in the past. In these ‘real worlds’, which individual teachers inhabit, the prevailing culture of the school is of paramount importance and can make or break the success of a project.
There was the perception that ‘Single class teaching can result in the teacher’s approach becoming insular – the more we know of education in other areas, the better’; ‘Sometimes I think you can get stuck into a routine of doing things a certain way, finding out about research findings will help teachers, give them fresh ideas and different view points’. Research was not viewed so much as a ‘stick with which to beat teachers’ but as an aid: it would show teachers where they were ‘barking up the wrong trees’, reduce ‘unproductive work’, and stop them ‘reinventing the wheel’.
A number of recent initiatives have signposted the Government’s intention to support a form of evidence-based practice (EBP) which incorporates both of these elements. Performance Threshold Assessments, for example, require the evidencing of systematic engagement in professional development which could include research and evidence-based activities with a principal focus on teaching in the classroom (DfEE, 2000). In addition, the DfEE announced a new Professional Development Programme for 2000/01, now extended for a further three years, to improve classroom practice by funding Best Practice Research Scholarships which will support teachers in undertaking research and development work and becoming more informed by existing research (DfEE, 2001).
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