Leading learning through teacher research engagement

Stenhouse (1981) was a strong proponent of teacher engagement in systematic and self-critical enquiry where they used evidence from both their own work and that reported in the literature to consider new and innovative... [ view full abstract ]

Stenhouse (1981) was a strong proponent of teacher engagement in systematic and self-critical enquiry where they used evidence from both their own work and that reported in the literature to consider new and innovative approaches to education. For Stenhouse education could be described as successful where the learning that takes place is unpredictable. This is a challenging approach in an era of state control of curriculum, prescriptive pedagogy, teacher standards and punitive inspection (Clarke and Moore, 2013). Hammersley-Fletcher et.al. (2017) report that school community-based activity where research activity is undertaken alongside academic staff engages all those involved in deeper understandings of educational purposes and practice. They go on to argue that such practices are a source of enlivenment, that they are infectious and build dynamism. For the purposes of this paper we are engaging in teacher research as a way to promote capacity building, knowledge sharing and for generating commitment (Appadurai, 2006).

We report here the work of one school alliance comprising 11 schools (10 primary and 1 high school) where research has become a key developmental strategy. Schools whilst grouped into an alliance nevertheless represent the full range of socio-economic circumstances prevailing in the North-West of England. The fact that this work has developed and grown over 5 years provides evidence that such initiatives provide sustainable routes by which educators can become both empowered and excited. Moreover this work has been influential in attracting schools to the alliance over the last year. Data have been captured through semi-structured interviews, focus groups and teacher reflective diaries. Analysis has been grounded in the data and interpreted in a dialectic with theory as an emergent process (Charmaz, 2008). This has been further strengthened through a re-examination of interpretations in collaboration with those from whom the data were drawn. BERA (2011) and University ethical guidelines were adhered to throughout this process. This paper focusses on the range of activities enveloped as part of an active research agenda in schools. It outlines the ways in which different groups of staff can be engaged in activity that acts to compliment and strengthen a research agenda across a wide range of schools.