Why are class teachers reluctant to become researchers?

Hancock, Roger

doi:10.1080/13674589700200009

Cited by 35 publications

(38 citation statements)

References 17 publications

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“…These include collaborative work (Cordingley et al, 2003); specific workplace mentoring (Smith, 1999;Furlong et al, 2003); informed interest from senior managers (Hustler et al, 2003;Soulsby & Swain, 2003); a collegiate school culture (Clement & Vondenberghe, 2001;Wood, 2003); consonance with school development priorities (Ofsted, 2004); sufficient time and opportunity to undertake relevant projects (Hancock, 1997;Hustler et al, 2003;Ofsted, 2004); personal development (Dadds, 1997;Burchell et al, 2002) and enhanced promotion prospects (Kington et al, 2003).…”

Section: Introductionmentioning

confidence: 97%

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Postgraduate Professional Development for teachers: motivational and inhibiting factors affecting the completion of awards

Arthur

Marland

Pill

et al. 2006

Journal of In-Service Education

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Many more teachers begin studying for masters' level awards than complete them. This situation is a concern to participants, providers and funders of courses. The research project reported here explores teachers' perceptions of factors affecting their success in completing assessed work. Questionnaire and interview responses from 46 students in three higher education institutions (HEIs) emphasise a number of motivational and inhibiting factors experienced by teachers. Some of these, including styles of assessment and access to resources, can be influenced positively by HEIs through course design and structures of institutional support. Other influential factors included time, personal circumstances and support in the workplace. Although these factors are not controlled by HEIs, they might be influenced by partnerships between tutors, school managers and local advisory staff working together to plan participation from course design to final impact. The research, although small-scale and exploratory, will thus be of interest to HEIs and their local and national partners who seek to increase participation, retention and completion rates of teachers engaged in Postgraduate Professional Development.

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Section: Introductionmentioning

confidence: 97%

“…Some of the additional disincentives that have been suggested include financial cost and personal inconvenience, including consequences for work-life balance (Timperley & Robinson, 2000;Davies & Preston, 2002); and teachers' lack of self-confidence in undertaking research and written reports (Hancock, 1997).…”

Section: Introductionmentioning

confidence: 99%

Postgraduate Professional Development for teachers: motivational and inhibiting factors affecting the completion of awards

Arthur

Marland

Pill

et al. 2006

Journal of In-Service Education

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“…The same should happen with the researchers practice, although it is not an attractive object of study. From the other shore this is often seen as a refusal to become reflective teachers or researchers (ALTET et al, 2013;HANCOCK, 2001). So far there is no article on the subject but it would be interesting to -symmetrically -inquire into the reasons academy researchers refuse to become practical researchers (of their own research practice) just as many of their objects of study have long been.…”

Section: The Renewal Of Practicesmentioning

confidence: 99%

“…This has challenged academic researches to find out why this happens (CLARK, 1988;PERRENOUD, 1994;HANCOCK, 2001;DESJARDINS, 2013). It is my thesis in this article, that it is not enough to acknowledge there are insider and outsider perspectives LITTLE, 1993;RAYOU, 2008).…”

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confidence: 99%

En torno a los discursos acerca de la formación profesional docente

Zavala

2017

Cad. Pesqui.

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“…As a range of research confirms, there is a persistent, traditional sexual division of labour in the home whereby women shoulder the majority of domestic work (Oakley, 2002;Crompton, 2006;Gallie and Russell, 2009). Female teachers recognising their already demanding responsibilities outside of their workplace, entirely unrelated to CPD programmes, contributes towards the limited popularity of award-bearing INSET (Hancock, 2001;Cole, 1999; CUREE and the University of Wolverhampton, 2011; Soulsby and Swain, 2003). Indeed, the literature converges to some extent on the viewpoint that the balancing act of professional and personal commitments is an undisputed barrier to higher levels of CPD for teachers (Seaborne, 2010;McNamara et al, 2002;Arthur et al,2006;Leaton Gray, 2005).…”

Section:  Teacher Identitymentioning

confidence: 99%

M Level primary mathematics CPD: an identity crisis?

Richardson

2013

Compass

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One key outcome of a recent seminal review of primary mathematics was a renewed emphasis on the Continuing Professional Development (CPD) for teachers of primary mathematics (Williams, 2008). The National Centre for Excellence in the Teaching of Mathematics (NCETM) endorses its importance (Hoyles, 2012), and the current Government emphasises the importance of teacher quality (DfE, 2010). However, a prerequisite for the success of the drive to broaden participation in primary mathematics CPD, is the willingness and commitment of individual teachers to enrol on relevant programmes.This study explores barriers and incentives early career primary teachers experience regarding Masters-level primary mathematics CPD relating to their personal and professional identity. Its focus is the teachers' analyses of their experiences using data that was collected through questionnaires and followed-up by in-depth individual interviews. Findings indicate that teachers' academic identities impact on the uptake of Masters-level primary mathematics CPD and, that their personal identities as working family members can be influential. Implications for practice in both primary schools and higher education institutions (HEIs) providing initial teacher education are discussed.

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Why are class teachers reluctant to become researchers?

Cited by 35 publications

References 17 publications

Postgraduate Professional Development for teachers: motivational and inhibiting factors affecting the completion of awards

Postgraduate Professional Development for teachers: motivational and inhibiting factors affecting the completion of awards

En torno a los discursos acerca de la formación profesional docente

M Level primary mathematics CPD: an identity crisis?

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