The BERA Teacher Network: A positive learning network for collaborative research practice

Luke Donnelly, Head of Year at Pinner High School and BERA Teacher Network Co-Lead, UK

Learning networks and why they are important for teacher researchers

Learning networks are essential collaborative spaces where professionals connect to share insights, solve problems, and innovate. These networks exist both online and offline, providing a flexible and borderless environment for knowledge exchange (Wenger et al. 2011). For example, networks exist within teaching unions, Multi Academy Trusts, and between universities and charities, allowing colleagues from various backgrounds to share their insights and experiences. In educational settings, learning networks facilitate the application, discussion and review of new ideas in real-world classrooms, making them indispensable for continuous improvement and innovation.

A teacher researcher network

The British Educational Research Association (BERA) is a membership association and learned society committed to advancing research quality, building research capacity, and fostering educational research engagement. BERA understands that collaboration across and within educational communities is key to significant and robust research.

BERA recently established a teacher network, which is an inclusive learning network formed of teachers working and researching in early years, primary, secondary, further, adult and vocational education settings. The network serves as a platform to facilitate collaboration and communication among members, enabling them to access and engage with educational research more effectively.

The BERA Teacher Network provides a supportive environment for teachers to develop research leadership skills and build connections across all levels of experience in educational research. Through the BERA Teacher Network, members can share ideas, resources, and best practices, fostering a culture of continuous learning and improvement. From teachers with doctorates and lots of research experience to those new to the field (early career researchers), the BERA Teacher Network offers a valuable opportunity to connect with like-minded teacher researchers (also called practitioner researchers) and advance research knowledge and skills.

The BERA Teacher Network is convened by four practitioner researchers who have backgrounds in primary, secondary and further education. As well as publishing newsletters and organising online events, the Teacher Network is co-ordinating CPD opportunities including panel discussions focused on teacher research writing retreats for teacher doctoral students and practitioner researcher workshops, all delivered and supported by expert educational researchers from across the UK.

The role of schools and colleges in learning networks

Schools, colleges, and other educational institutions are the ideal environments for learning networks and research. They serve as real-life laboratories where theoretical ideas can be explored, and research questions posed and refined through practical application. Teachers, being on the frontline of education, bring firsthand experience and unique perspectives to the table. This direct involvement of practitioners ensures that the research and strategies developed are authentic and directly applicable to teaching practice.

Universities and charities: Essential partners in collaboration

Universities contribute significantly to these networks by providing research expertise and resources, including opportunities for ethical review of research proposals. They often partner with schools to conduct joint research projects, offering academic supervision and contributing to the development of evidence-based educational practices. Charitable organisations, such as the Education Endowment Foundation (EEF), play a crucial role by funding and supporting collaborative projects between schools, colleges, and universities (as well as independent educational research organisations). Collaborations for educational research help create a robust foundation for evidence-based educational improvements.

The benefits of teacher learning networks

Teacher networks can enhance teaching quality and student learning, with collaborative practices in schools improving educational outcomes (Brownell et al., 1997; Louis et al., 1996). Although the empirical evidence on the direct effects of teacher networks on student achievement is limited, the experiential benefits are known. Teacher collaboration within and out of their setting fosters professional development, which impacts student performance positively (Goddard et al., 2007)

Teachers’ motives for engaging in learning networks

Teachers participate in learning networks for a range of reasons, including exchanging knowledge, ideas, and resources. Becoming part of an educational research learning network has been shown to impact positively on teachers’ professional identities (Van den Beemt et al., 2018).  Networking becomes a continuous process that extends beyond school hours and involves long-term relationships, creating lifelong educational researchers.

The informal vs. formal dynamics of learning networks

The BERA Teacher Network recognises the benefits of both informal and formal networking and supports practitioner researchers in the network to engage with both casual exchanges (Carmichael et al., 2006) (quite often where the ‘magic’ of educational research ideas happens), as well as more formal and structured opportunities. The events planned by the BERA Teacher Network have embedded clear goals, support, and structured meetings, which are crucial for transforming networks into effective learning communities.

By combining the expertise of schools, colleges, universities and charities, teacher learning networks are powerful tools for enhancing educational practices and outcomes. The BERA Teacher Network hopes to build on this by fostering an environment of continuous educational research learning and innovation.