Being a teacher in an actively inquiring school: A question of ‘scruples’?
Written by: Bob Burstow
8 min read
The one constant in every teacher’s world is change, even if it is only the annual appearance of new faces and personalities in your classroom. Over the last 40 years, the initiator of change has moved to and fro, from teacher, through school, to government and back (Hargreaves, 2000). Increasingly, however, it seems that teachers have struggled to find enough time or space in their professional lives to examine and improve their own practice. So it is really encouraging and exciting that, for once, legislation and professional interest have come together to promote interest in relating research to current practice, by teachers both becoming better informed as to what has been discovered and themselves being engaged in inquiry or research about their practice.
It is even more encouraging to hear of the numbers of teachers who are keen to respond and take advantage of this opportunity – the number of teachers, for example, prepared to give up a Saturday to attend a researchEd eve
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This article was published in May 2017 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
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