Teacher as Researchers: Exploring Pre-Service Teachers' Perspectives on Post-Primary Practitioner Research

Author(s):

Jennifer Hennessy(presenting / submitting)Raymond Lynch(presenting)

Conference:

ECER 2017

Network:

01. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations

Format:

Paper

Session Information

01 SES 07 A, Teachers as Researchers: National perspectives

Paper Session

Time:

2017-08-23

17:15-18:45

Room:

K3.17

Chair:

Jennifer Hennessy

Contribution

Research Question

What are pre-service teachers perspectives on teacher-led research?

Objectives

To explore pre-service teachers perspectives of the role of research in education.
To explore pre-service teachers perspectives on the role of the post-primary teacher, particularly with respect to educational change and development.
To identify the challenges and opportunities perceived by pre-service teachers in relation to teacher-led research.

Theoretical Framework

The nature, purpose and authorship of educational research are much contested. Clashing epistemologies have long given rise to tensions surrounding appropriate avenues of inquiry and associated methodological frames in education. Proponents of educational research as a means to improve practice through enhanced understanding of the educational processes are frequently charged with holding a naive understanding of educational research, assuming a linear relationship between research and practice (Vanderlinde and vanBraak, 2010), which often ignores cultural, political and economic circumstance. For many educationalists, research is a socio-political act which extends beyond “the relatively controllable mechanisms and techniques of pedagogy” and extends to explore the power and knowledge bases which inform educational policy and directives (Atkinson 2000, p.319). Adding complexity to such debates is the divergence of thought on those best placed to lead educational inquiry. The intensification of teachers’ work (Apple 2009) and the bureaucratic (Gleeson and Donnabháin 2009) orientation of this work has, according to some, resulted in diminished commitment to teacher-led research. Contesting the nature of teacher-led research also are critics who assert the inherent role of the teacher to be at odds with that of the researcher. In this instance teaching is proposed to be too ‘particularistic’ to hold research generalisability, too personal to support research objectivity and too practical to support theoretical debate (Labaree 2003, XXX). Yet, it is argued that teachers operating at a distance from educational research work in professional isolation often attempting to “reinvent the pedagogical wheel” (Labaree 2003, p.20).

In Ireland, a historical dominance of conservative educational practices in Ireland has served to undermine the development of school based research initiatives and situated teacher research firmly within the remit of 'counter-culture' activities (Leonard & Gleeson 1999). However Irish educational policy has, with increasing emphasis, highlighted the importance of the decentralisation of educational inquiry and has stressed the critical role of practitioner research in the advancement of educational policy and practice. Leading this reform, in its recently published ‘Research Strategy’ The Teaching Council of Ireland outlined its intent to 'support the development of a vibrant research culture within the profession, whereby teachers as reflective practitioners and enquiry-oriented learners are actively engaging in and with research (Teaching Council 2015).

In 2014 on foot of the Criteria and Guidelines for Initial Teacher Education published by the Teaching Council of Ireland,a Professional Master of Education (PME) programme was established at the University of Limerick. Responding to calls for renewed teacher agency and in line with the Council’s guidelines, this programme of study entails a mandatory 18 credit research component. This development marks a new step in the evolution of teacher identity in Ireland beginning with a direct imperative, for the first time, for all pre-service teachers to engage in the conduct of research during their initial teacher education studies. While the debate surrounding teacher- led research is not a new one, the voice of the pre-service teacher in this debate until now was largely silenced with much attention given to the attitudes of practitioners, teacher educators and academics on the issue. The imperative to establish the perspectives of pre-service teachers on teacher-led research is now central to better understanding the potential impact of this policy shift on educational practice.

Method

This research comprised two distinct modes of data collection (a) a short Likert scale based survey and (b) three focus group sessions. The survey was used to collate responses from 56 pre-service teachers on their perspectives towards reading and conducting educational research. Three focus groups were then held with 52 pre-service teachers to gain depth of understanding on participants’ perspectives towards reading and conducting educational research, the role of the post-primary teacher and the use of educational research in post-primary schools. The protocols employed for each phase of data collection received ethical approval from the host institution’s Research Ethics Committee. The population for this study comprised first year students (male and female) enrolled on the Professional Master of Education (PME) programme at the University of Limerick, Ireland. The PME programme offers six strands of study, namely; Technology Education, Music Education, Physical Education, Languages Education, Business Education and Mathematics Education. Students from all subject areas on this programme were invited to partake in the study. These students had already achieved a primary degree in an aligned subject prior to commencing their Professional Master of Education programme. Seven response levels were employed in the Likert scale which requested participants to note their level of agreement or disagreement on a bivalent and symmetric agree-disagree scale. The scale comprised sixteen items under two headings; ‘Reading Educational Research’ and ‘Conducting Educational Research’. Statements were developed based on key issues emergent from existing international research focused on teacher-led research. Participants were afforded 15 minutes for the completion of this task, with three survey completion times scheduled to accommodate participants. Completion of the scale also acted as a prompt for reflection for those who chose to partake in the ensuing focus group sessions. Three focus groups were convened at the beginning of term AY2016/17. A semi-structured interview guide, drawn from the scale statements was used to prompt discussion. Each focus group was voice recorded and extended to approximately 40 minutes.

Expected Outcomes

Preliminary findings highlight a high level of reluctance amongst pre-service teachers to engage in practitioner research. The intensification of teacher work, lack of resourcing and remuneration and the perception of educational research as an unduly onerous activity were all noted as inhibitors to the feasibility and desirability of teacher-led research amongst respondents. Moreover the perception of teaching and research as mutually exclusive endeavours was highlighted by many participants. When discussed in light of the intensification of teaching, this task exclusivity was noted to render the conduct of meaningful teacher research both impracticable and unmanageable. In addition to the perception of teacher research as a dichotomised endeavour, respondents also asserted the presence of a dichotomy between the goals of academia and post-primary education. The use of esoteric language in research dissemination was seen as exclusionary by many pre-service teachers, acting as a form of cultural capital accessible almost exclusively to third level researchers and academics. In some instances this was cited as a principal motive for the rejection of evidence-based practice and teacher-led research. An ‘othering’ of those who choose to engage with such practices was notable across focus group responses and rationalised by respondents as a counter-culture practice in schools. Moreover many respondents suggested that teachers also lack cultural capital in the form of academic impact, rendering any research conducted by practitioners as less valuable or less likely to advance educational praxis that that conducted by more established researchers in third level. Finally, the data suggest that pre-service teachers perceive practitioner research solely as a means to advance pedagogical and classroom management practices within their own classrooms. Responses were not indicative of an understanding of the nature or value of practitioner research beyond the classroom.

References

• Apple, M.W. (2009) ‘Controlling the Work of Teachers’. In Flinders, D.J. and S.J. Thornton (Eds), The Curriculum Studies Reader 2nd Ed. RoutledgeFalmer: New York. • Atkinson, E. (2000). In defence of ideas, or why “what works” is not enough. British Journal of Sociology of Education, 21(3), 317-330. • Gleeson, J. and Donnabháin, D. (2009) Strategic planning and accountability in Irish education. Irish Educational Studies 28(1), 27-46. • Labaree, DF (2003) The Peculiar Problems of Preparing Educational Researchers. Educational Researcher 32(4), 13-22. • Leonard, M. and Gleeson, J. (1999) ‘Context and Coherence in Initial Teacher Education in Ireland: the place of reflective enquiry. Teacher Development 3(1), 49-65. • The Teaching Council of Ireland (2015) Research Strategy, Teaching Council, 1-7. • Vanderlinde, R. and vanBraak (2010) The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal 36(2), p.299-316

Author Information

Jennifer Hennessy (presenting / submitting)

University of Limerick

School of Education

Limerick

Raymond Lynch (presenting)