What the latest research has to say on this topic:
Encouraging school practitioners to engage with research is not a new initiative. However, it is very much in the spotlight at the moment and a number of recent inquiries and reviews have highlighted the importance of practitioner researchers. The latest BERA-RSA Inquiry (2014:11) recommends that,
‘there is a need for schools and colleges to be research-rich environments that promote and enhance teachers’ research literacy and that open up opportunities for teacher engagement in the research and enquiry process.’
On a similar note, the Carter review (2015:8) states that,
‘Initial Teacher Training should teach trainees why engaging with research is important and build an expectation and enthusiasm for teaching as an evidence-based profession’.
Moreover, the review highlights the need for,
‘trainees to be taught the core skills of how to access, interpret and use research to inform classroom practice. It is important that trainees understand how to interpret educational theory and research in a critical way, so they are able to deal with contested issues’ (ibid).
To understand more about the BERA-RSA Inquiry’s findings and recommendations, please see the following:
British Educational research Association (BERA) & The Royal Society for the Encouragement of the Arts, Manufacturing and Commerce (RSA) (2014) Research and the Teaching Profession: Building the Capacity for Self-improving Education System [Final report of the BERA-RSA Inquiry into the role of research in teacher education] London: BERA
To learn more about the Carter review, please see:
Department for Education. (2015) Carter review of initial teacher training (ITT). [Online] [accessed 4 February 2015]