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Science Teachers Engaging with Research: Lessons Learnt from Three Decades of Educational Research
In this lecture, Professor Simon draws on thirty years’ experience as a teacher, teacher educator, and international researcher to argue that teachers’ professional learning can be advanced by engagement with research. Based on evidence from her collaboration with teachers through funded research projects, higher degree work and professional development, Professor Simon provides a narrative of how different forms of engagement, as suited to individuals and circumstances, can enable teachers to be critically reflective of practice and their own learning. Examples are drawn from research and development initiatives in formative assessment, science inquiry, cognitive acceleration, argumentation, and from masters and doctoral supervision. Recently Professor Simon has been involved in action research projects in schools and will draw on some findings to illustrate how engagement with research in school settings can be beneficial to practice if well-supported.
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Science Teachers Engaging with Research: Lessons Learnt from Three Decades of Educational Research
In this lecture, Professor Simon draws on thirty years’ experience as a teacher, teacher educator, and international researcher to argue that teachers’ professional learning can be advanced by engagement with research. Based on evidence from her collaboration with teachers through funded research projects, higher degree work and professional development, Professor Simon provides a narrative of how different forms of engagement, as suited to individuals and circumstances, can enable teachers to be critically reflective of practice and their own learning. Examples are drawn from research and development initiatives in formative assessment, science inquiry, cognitive acceleration, argumentation, and from masters and doctoral supervision. Recently Professor Simon has been involved in action research projects in schools and will draw on some findings to illustrate how engagement with research in school settings can be beneficial to practice if well-supported.
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Science Teachers Engaging with Research: Lessons Learnt from Three Decades of Educational Research

Science Teachers Engaging with Research: Lessons Learnt from Three Decades of Educational Research

by Shirley Simon
Science Teachers Engaging with Research: Lessons Learnt from Three Decades of Educational Research

Science Teachers Engaging with Research: Lessons Learnt from Three Decades of Educational Research

by Shirley Simon

Overview

In this lecture, Professor Simon draws on thirty years’ experience as a teacher, teacher educator, and international researcher to argue that teachers’ professional learning can be advanced by engagement with research. Based on evidence from her collaboration with teachers through funded research projects, higher degree work and professional development, Professor Simon provides a narrative of how different forms of engagement, as suited to individuals and circumstances, can enable teachers to be critically reflective of practice and their own learning. Examples are drawn from research and development initiatives in formative assessment, science inquiry, cognitive acceleration, argumentation, and from masters and doctoral supervision. Recently Professor Simon has been involved in action research projects in schools and will draw on some findings to illustrate how engagement with research in school settings can be beneficial to practice if well-supported.

Product Details

ISBN-13: 9781782771517
Publisher: Ucl Ioe Press
Publication date: 04/08/2016
Series: $5 Leadership Seminars
Pages: 20
Product dimensions: 5.90(w) x 8.10(h) x 0.10(d)

About the Author

Shirley Simon is Professor of Science Education at the UCL Institute of Education, University College London.
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