Read more
It has been argued that too much research is conducted for the 'world' of education research, and not enough for the 'village' of particular educational institutions like schools. In this edited book, the authors reflect on what it means for teachers to be engaged in and with educational research.
List of contents
Introduction 1. Research capacity in initial teacher education: trends in joining the ‘village’ 2. Developing teachers’ research capacity: the essential role of teacher education 3. Generating enabling conditions to strengthen a research-rich teaching profession: lessons from an Australian study 4. ‘The village and the world’: competing agendas in teacher research – professional autonomy, interpretational work and strategic compliance 5. Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism 6. Inquiry in the age of data: a commentary
About the author
Martin Mills is Research Professor in the School of Teacher Education and Leadership at QUT in Brisbane, Australia. His work focuses on social justice issues in education including teachers' work and pedagogical practice, alternative education, and gender and education.
Nicole Mockler is Professor of Education in the Sydney School of Education and Social Work at the University of Sydney, Australia. Her research interests focus on the relationship between policy and practice in teachers' work; media representations of teachers; and teacher professional learning and development.
Meghan Stacey is Senior Lecturer in the UNSW School of Education, in Sydney, Australia, researching in the Sociology of Education and Education Policy. Taking a particular interest in teachers, her research considers how teachers’ work is framed by policy, and the effects of such policy for those who work both with and against it.
Becky Taylor is Principal Research Fellow in the Centre for Teachers and Teaching Research at IOE, UCL's Faculty of Education and Society in London, UK. Her research interests are focused on how the processes of education can be made more equitable, and the impact of educational research on policy and practice.
Summary
It has been argued that too much research is conducted for the 'world' of education research, and not enough for the 'village' of particular educational institutions like schools. In this edited book, the authors reflect on what it means for teachers to be engaged in and with educational research.
