The General Teaching Council for Scotland

Enhancing professionalism in education since 1965

Current Academic/ Practitioner Research

This page will regularly be updated with examples of

Practitioner Research

Growing Practitioner Enquiry Through a Model of Professional Noticing Senior Education Officer Charlaine Simpson visited Stephanie Brown, Depute Headteacher at Cornton Primary School to find out more about how they have supported Numeracy through a Practitioner Enquiry model. 

 

Leading Learning Through Collaborative Enquiry George Gilchrist, Headteacher at Parkside and Ancrum Primary Schools, Scottish Borders Council, has provided the following article discussing how collaborative enquiry is used as a model for professional learning in the schools he leads. 

 

Academic Research

Think Piece: Practitioner Enquiry This think piece aims to engage with the concept of Practitioner Enquiry and explore some of the ways that it can become embedded in practice. Professor Kate Wall aims to outline her thinking on the topic, exploring what she believes are the core foundations of Practitioner Enquiry and suggesting some key questions that might be useful in developing a Practitioner Enquiry approach.
Philosophy with Children, Self-Regulation and Engaged Participation for Children with Emotional-behavioural and Social Communication Needs This study examined the effectiveness of Community of Philosophical Inquiry (CoPI) as an inclusive pedagogical approach by which to support the communicative interaction and opportunities for collaborative dialogue for children with social, emotional and behavioural needs in two mainstream classes. The findings of this study lead to the assertion that it is the structure of CoPI that supported the children's engaged participation and self-regulation and that this might usefully be considered in creating classroom activities for all children.
Fostering Citizenship in Marginalised Children through Participation in Community of Philosophical Inquiry

Given the key drivers around citizenship education, children's rights, voice, and participation, it is essential that all children are supported to engage in the society in which they live. This article explores how McCall's Community of Philosophical Inquiry might offer that support to children who are potentially marginalised due to their specific needs. The article explores the ways in which these particular children engaged with Community of Philosophical Inquiry and the impact of participation on their behaviour. The analysis of the accounts of their teachers supports the hypothesis that potentially marginalised children appear to benefit from the structure that is inherent in this form of practical philosophy.

Research and Professional Practice in Scottish Education

This chapter from University of Glasgow's Professor Christine Forde explores the relationship between educational research and professional practice in education by examining the place accorded teacher research in current policy and developments in Scottish education.

Closing the Attainment Gap in Scottish Education 

A recent report from the Joseph Rowntree Foundation by Edward Sosu and Sue Ellis from University of Strathclyde explores issues around the education attainment gap associated with poverty in Scotland. This is a significant issue in Scottish education and it is important that all in the education system can better understand what the issues are and look at ways to take action to help close this gap. This relates well to the values embedded in the GTCS Standards and the importance of social justice.

Summary report:

Full Version:

Teachers' Perceptions of Pupil Active Citizenship and the Transition from Primary to Secondary School  Previously, Jane Brown (j.a.brown@ed.ac.uk) and Hamish Ross (hamish.ross@ed.ac.uk) of The University of Edinburgh looked at teachers' perceptions of primary-secondary transition and school citizenship. Although there have been significant studies of both transition and school citizenship, including in Scotland, the relationship between the two is internationally under-researched. The research involved four clusters, 17 schools and 53 teachers and was funded by the Gordon Cook Foundation.

In conversation...

Building the School Community Through a Refurbishment Project In conversation with Steph Brown, DHT at Cornton Primary School. Steph discussed the community served by Cornton Primary School and explained the rich community spirit that supports all of the learners in the community.
One School's Journey into Practitioner Enquiry 

In conversation with George Roberts, Headteacher of Danestone Primary School in Aberdeen City, we explore how he and his team have developed a learning culture in the school to become an community of enquiry.

Positive Families In conversation with Lisa Sturrock, PT Personal Support, Graeme High School, Falkirk, discussing the Positive Families project and her learning through this project 

George D Gray Award

The George D Gray CBE MA Award is awarded annually, and seeks to find the most distinguished BEd assignments in Scotland.

2017

Winner

Primary School Language Education in Multilingual Scotland: Opportunities and Challenges for Community Languages
Rachel Frew, University of the West of Scotland

 

“My research found that teacher training and professional development in additional language teaching and learning at primary school level should extend beyond basic knowledge of the target language(s), to EAL provision and associated languages pedagogy. In the absence of national and local language policies which necessitate a more streamlined approach to languages education, the establishment of digital networks of professionals from mainstream and complementary languages sectors, and EAL services, could serve to address this.” 

Commended

Supporting teachers to support trans students: how prepared do teachers feel to support trans children in a Scottish primary school?
Abigail Stirling, University of Edinburgh

"Although the discussion around the issue of trans children in schools may seem daunting and sometimes difficult to broach, it is becoming increasingly clear that trans pupils generally do not feel supported and nurtured by existing systems. In order to facilitate change it is vital that teachers themselves are given access to information, training and support that is informed by the wider transgender movement.  Although there are indications that some real progress is now being made in this area, much more needs to be done to break down the stigma that surrounds it and ensure that all children are fully engaged with their education regardless of their gender."

 

 

CONTACTS

To speak to us about Research, contact:

T: +44 (0)131 314 6000

E: research@gtcs.org.uk