Hello Sarah

Thanks for getting the discussion started.

Yes, I agree that it is important to consider the influences that give
rise to practitioners questions. One of the things we looked at in the
data we collected for the 'Practitioners' Questions paper' was 'stated
influences on choice of research project'. In 95% of the papers
practitioners said that they were influenced by their own research/reading
and in 78% by their own teaching (these figures were both 100% for TLA
presentations). So we felt confident that the questions reflected
practitioners own concerns.

I couldn't say from the data we used whether or not it is true that the
majority of the research by teachers is undertaken in conjunction with a
university-based research coach or mentor. I do think that most of the
research undertaken in my own network and school is closely tied to
practitioners own interests. We have 12 practitioners following a Masters
module with the Institute of Education ('Leading Enquiry-based
Professional Learning') and each of them have chosen a focus to tie in
with school priorities and their own personal targets. All staff doing TLA
projects have chosen foci linked to their own needs or roles in school.
What have people found in other schools?

Corina


BERA-MENTORING-COACHING <[log in to unmask]> writes:


>Dear Corina, Philippa and All,
>
>I am very interested by the paper (attached) that Corina has provided as
>s timulus for this week's e-seminar.  As I understand it, the data set of
>steacher research questions came from two sources - those submitted for
>thee National Teacher Research Panel Conference and those presented to
>thee Teacher Learning Academy for recognition at 1 of 4 Stages. (Details
>ohf these are at http://www.teacherlearningacademy.org.uk ) Since TLA
>Stagtes require an ongoing element of coaching and mentoring as a core
>dimgension, perhaps co-coaching as an emergent element of CPD is not
>surprnising? Alos, I may be wrong, wouldn't the majority of the research
>buy teachers be undertaken in conjunction with a university-based
>researchh coach or mentor?  That being so, isn't the influence of any
>univaersity-based coach-mentor also likely to be a very strong element in
>uany choice of question as well as how teacher research is undertaken? I
>aam thinking about teachers' enquiries are 'framed' by their university
>pamrtners - see http://www.actionresearch.net
>
>One of the most skilful aspects of a research coach-mentor's work with a
>tneacher is enabling him or her to ask a research question that a) aligns
>twith their needs as a researcher working in a school 2) relates to the
>kiind of research that s/he can do and would like to undertake and 3)
>refldects the sensitive exploration by the coach-mentor (sometimes over
>sefveral sessions) of the exact focus of research that is likely to be
>sucvcessful for that individual teacher (or group of teachers) to
>undertakfe. Surely, one aspect of developing a professional knowledge
>baser is assisting in the CPD of school coach-mentors who can assist
>teach er colleagues to undertake the research that is probably going to
>bea useful to a particular teacher and his/her school colleagues too?
>
>Warm regards,
>
>Sarah
>
>
>
>
>
>Sarah Fletcher
>
>Consultant Research Mentor 
>
>http://www.TeacherResearch.net
>Convenor for BERA Mentoring and Coaching SIG
>Details at http://www.bera.ac.uk
>
>--- On Sun, 6/21/09, Sarah Fletcher <[log in to unmask]> wrote:
>
>
>
>From: Sarah Fletcher <[log in to unmask]>
>Subject: Third e-seminar for the BERA Mentoring & Coaching SIG: 22 - 26
>Jubne
>To: [log in to unmask]
>Date: Sunday, June 21, 2009, 9:19 AM
>
>
>
>Dear Colleagues,
>
>I am delighted to announce our next e-seminarfor our BERA Mentoring and
>Coaaching SIG, which starts tomorrow, 22June. This week on the JISCmail
>Meantoring-Coaching  list, we welcomeCorina Seal, who is a member of the
>Neational Teacher Research Panel andan Advanced Skills Teacher at Sweyne
>peark School in Essex. Corina'spaper is attached and three questions she
>ienvites us to focus on arebelow.
>
>If you would like to join the JISCmail Mentoring-Coaching JISCmail list
>it 's easy...  Please access [ http://www.JISCmail.ac.uk
>]http://www.JISCmeail.ac.ukand search for Mentoring-Coaching. There's an
>Ohptions list where youselect Join List - an automated message lets you
>knpow you are a member.
>(You can also access the archives of last week's e-seminar convened by
>Johun Robinson and Tony Shallcross and those from our inaugural e-seminar
>Jconvened by Tadashi Asada).
>
>Please join us for this week's e-seminar, which is part of our season
>runnsing through 2009.
>
>
>
>Here are 3 questions, to be considered in conjunction with Corina's paper
>H(attached)
>
>
>1) How are teachers' research questionsand research currently used by
>teacohers in schools and how do otherstakeholders, including policy
>makerse, in education research use them? 
>
>2)How do we know, as a mentoring and coaching research community,
>aboutthe  kind of  questions and research that teachers tend to find
>usefutlto further learning in schools?
>
>3) When we consider teachers' research questions, do they choose to focus
>3on areas that can challenge them or choose research areas that they feel
>3confident enough build on?
>
>
> 
>Looking forward to hearing from you,
>
>Sarah
>
>
>Sarah Fletcher
>
>Consultant Research Mentor 
>
>http://www.TeacherResearch.net
>Convenor for BERA Mentoring and Coaching SIG
>Details at http://www.bera.ac.uk
>