TY - JOUR
T1 - Teachers’ views on research as a model of CPD
T2 - implications for policy
AU - de Paor, Cathal
AU - Murphy, Timothy R.N.
N1 - Publisher Copyright:
© 2017 Association for Teacher Education in Europe.
PY - 2018/3/15
Y1 - 2018/3/15
N2 - Teacher research has been identified as a transformative model of CPD. However, as illustrated in the OECD’s TALIS study, while teachers recognise the benefits of classroom enquiry for their own work, their participation in it is low. This paper examines the possible reasons for this discrepancy by considering the views of Irish teachers surveyed during a CPD needs analysis. The data were collected using a national online survey, with both open-ended and closed-ended items, which sought teacher views on different aspects of their engagement in CPD. Following a pilot study, invitations to participate were emailed to all recognised primary and secondary schools throughout Ireland, resulting in a convenience sample of 496 teachers, comprising 227 primary teachers and 269 secondary teachers. The results suggest that the extent to which CPD enables teachers to undertake enquiry that is relevant is key in the minds of teachers. The availability of support for undertaking research, as well as practical issues such as time and cost, are also crucial considerations.
AB - Teacher research has been identified as a transformative model of CPD. However, as illustrated in the OECD’s TALIS study, while teachers recognise the benefits of classroom enquiry for their own work, their participation in it is low. This paper examines the possible reasons for this discrepancy by considering the views of Irish teachers surveyed during a CPD needs analysis. The data were collected using a national online survey, with both open-ended and closed-ended items, which sought teacher views on different aspects of their engagement in CPD. Following a pilot study, invitations to participate were emailed to all recognised primary and secondary schools throughout Ireland, resulting in a convenience sample of 496 teachers, comprising 227 primary teachers and 269 secondary teachers. The results suggest that the extent to which CPD enables teachers to undertake enquiry that is relevant is key in the minds of teachers. The availability of support for undertaking research, as well as practical issues such as time and cost, are also crucial considerations.
KW - classroom enquiry
KW - CPD
KW - Teacher research
UR - http://www.scopus.com/inward/record.url?scp=85039549769&partnerID=8YFLogxK
U2 - 10.1080/02619768.2017.1416086
DO - 10.1080/02619768.2017.1416086
M3 - Article
AN - SCOPUS:85039549769
SN - 0261-9768
VL - 41
SP - 169
EP - 186
JO - European Journal of Teacher Education
JF - European Journal of Teacher Education
IS - 2
ER -