Lecture-14: developing professional competence of the teacher

Changes in outcomes – as a result, this should lead to improved pupil learning outcomes – both cognitive and emotive.

Some initial observations

We now need to consider the implications of this analysis for each of the Chartered College of Teaching’s multi-academy trusts (MATs), schools, and individual teachers. Firstly, the Chartered College of Teaching needs to work with ‘producers’ of research to ensure that the product of research activities is both relevant to teachers and communicated to teachers in a relevant manner, which can then be translated into changes in both teacher knowledge and practice. Secondly, MATs should be looking to take advantage of economies of scale and opportunities for joint working between schools, where collaboration on evidence-based joint practice development is the norm. Thirdly, given the workload pressures on teachers, schools will need to find ways of reducing unnecessary demands on colleagues, so the time and space is created for thoughtful professional learning. Finally, individual teachers need to recognise that access to research is only part of the journey of becoming an evidence-based practitioner, as time and effort will be required to develop the skills to make the most of educational research in a classroom setting.

References

Brown C (2017) Measuring impact and the scale-up of educational innovations: A working paper. London: UCL Institute of Education: UCL Centre for Knowledge Exchange and Impact in Education.
Earl L and Timperley H (2015) Evaluative thinking for successful educational innovation. Education Working Papers, No. 122. Paris: OECD Publishing.
Guerriero S and Révai N (2017) Knowledge-based teaching and the evolution of a profession. In: Guerriero S (ed) Pedagogical Knowledge and the Changing Nature of the Teaching Profession. Paris: OECD Publishing.
Shulman L (1986) Those who understand: Knowledge growth in teaching. Educational Researcher 15: 4-14.
Shulman L (1987) Knowledge and teaching: Foundations of the new reform. Harvard Educational Review 57: 1-23.