Challenging orthodoxies of teacher knowledge and stimulating debates in educators’ professional communities
Submitting Institution
University of BrightonUnit of Assessment
EducationSummary Impact Type
SocietalResearch Subject Area(s)
Education: Curriculum and Pedagogy, Specialist Studies In Education
Summary of the impact
The research in this impact case study has affected discourses concerning
professional development and pedagogy from early years classrooms to
higher education. By challenging orthodoxies, researchers have delivered
new and generative understandings of teacher knowledge that have
influenced debate in educators' communities and professional associations.
Consequently, these bodies have used our research to guide their approach
to the advancement of policy, practice and professional development in all
education sectors. The impacts of our research have reached out to a range
of national contexts including the UK, Australia, Cyprus, and South
Africa.
Underpinning research
Education research over the last 20 years has offered new perspectives,
challenging orthodoxies that portray teacher knowledge as unproblematic,
decontextualised, and instrumental, achieved through research into the
interrelated areas of professional development and pedagogy.
Professional Development: This research investigated professional
life, education reform, reflective teaching in adult education, and
doctoral supervisor practices. The FP6 Programme PROFKNOW project was
initiated in response to education reforms that did not account for the
problems in their administration and delivery by teachers. The programme
commissioned research into teachers' professional expertise, knowledge and
experience at work (2002-2008). GOODSON's contribution to this research
demonstrated the complex juxtaposition of reform initiatives and
educational restructuring (systemic narratives) with portrayals of
professional knowledge (teacher narratives). Employing life history
methodology, it developed the concepts of `refraction' and `narrative
capital' to characterise the spectrum of practitioner responses to policy
initiatives in the domain of teacher professional knowledge, and to
conceptualise the nature of distinctive national responses to these
initiatives [reference 3.1]. Research into professionaldevelopment by
HILLIER through the Learning and Skills Research Network (LSRN) worked to
contest the expectation that delivery of subject knowledge without
research and scholarship was sufficient for teachers in post-compulsory
settings. HILLIER's research with Appleby and colleagues (2006) revealed
that these networks contributed to critical and expansive lecturer
knowledge in contexts where professional qualifications were not mandatory
until recently, and showed that incorporating research and reflection into
practice required a cultural change [3.2]. WISKER's research into
professional development focused on conceptual thresholds and well-being
in doctoral study. Research as part of the HEA Doctoral Learning Journeys
project (2007-10) demonstrated that supervisor practices and examiner
behaviours could be challenged and improved when underpinned by
understanding the complex relationships between students' learning
approaches, the empowerment afforded by communities of doctoral students,
and supervisor responses to differences in gender, culture and discipline
[3.3].
Pedagogy: The decontextualised teaching of the mechanics of
reading in early years was challenged by DOMBEY's research, published, eg
by the Centre for Literacy in Primary Education (CLPE). DOMBEY's analysis
of the evidence indicates that the most effective approaches to teaching
phonics combine synthetic and analytic approaches, and teach word
identification in a context of making sense [3.4]. Further research into
pedagogy was linked to concerns in government agencies for curriculum
(QCA), ICT (BECTA) and teacher development (TDA) about the pedagogical
challenges of using digital technologies in active learning and the
absence of explicit approaches to creativity in the school curriculum.
LOVELESS' research focused on case studies of interventions and literature
reviews in the use of digital tools for creative activity in school
classrooms and teacher education. The findings demonstrated the complex
relationship between teachers' subject knowledge, pedagogic knowledge and
ICT capability. This challenged instrumental models of subject knowledge
in teacher education and drew attention to the affordances of digital
tools for representing conceptual depth and creativity beyond teaching
technical skills [3.5].
Key researchers:
Ivor Goodson: |
Professor of Learning Theory (Oct 2003–to date). |
Yvonne Hillier: |
Professor of Education (May 2006–to date). |
Gina Wisker: |
Professor of Higher Education and Contemporary Literature
(May 2006–to date). |
Henrietta Dombey: |
Principal Lecturer (Sep 1972–July 2003), Professor of Literacy in
Primary Education (Aug 2003–July 2004), Emeritus Professor (July
2004–to date). |
Avril Loveless: |
Senior Lecturer (Sept 1989–Feb 2002), Principal Lecturer (Mar
2002–May 2003), Reader (May 2003–July 2006), Professor of Education
(Aug 2006–to date). |
References to the research
[3.1] GOODSON, I. F. and LINDBLAD, S., eds (2010) Professional
knowledge and educational restructuring in Europe. Rotterdam, Boston
and Taipei: Sense. [Quality validation: edited book collection based on
PROFKNOW project financed by EU FP6, reference. 506493.]
[3.2] APPLEBY, Y. and HILLIER, Y. (2012) Exploring practice — research
networks for critical professional learning Studies in Continuing
Education 34 (1), pp.31-43. [Quality validation: leading
peer-reviewed journal article]
[3.3] WISKER, G., MORRIS, C. et al. (2010) Doctoral learning
journeys: final report. London: HEA [Quality validation: output as
result of tendered external funded work.]
[3.4] DOMBEY, H., MOUSTAFA, M. et al. (1998) Whole to part phonics
London: Centre for Language in Primary Education. [Quality validation:
published by authoritative organisation and favourable reviews of outputs
from authoritative sources. Available at:
http://shop.clpe.co.uk/product/whole-to-part_phonics/].
[3.5] LOVELESS, A. (2007) Preparing to teach with ICT: subject knowledge,
Didaktik and improvisation Curriculum Journal 18 (4), pp.509-522
[Quality validation: leading peer-reviewed journal article.]
Details of the impact
By their involvement and leadership in a range of networks our
researchers have changed debate in professional associations and education
communities. Our research has also contributed to the development of
resources and courses by these associations and communities which they use
to advance policy, practice and professional development.
Challenging debates with alternative understandings: Impact
through debates has developed in local and international networks. The
model of the teacher as a critical, reflective practitioner engaging in
practice-based enquiry, developed by HILLIER and colleagues in their
research, has underpinned the work of LSRN, which debates and supports the
legitimacy of research in FE practice and professionalism in the UK. The
influence of HILLIER's research on professional debates and communities
extends to Australia through the `sister' organisation Australian
Vocational Education and Training Research Association (AVETRA), and
government-sponsored agency National Council for Vocational Education
Research (NCVER), Australia's principal provider of vocational education
training research. HILLIER was invited to further the debate on how
research networks can foster professional development in the FE sector
through leading an international study of innovation in teaching and
learning in VET (2009) (source 5.1). This included leading a series of
workshops for NCVER, and a keynote at the Big Skills Conference (Sydney,
2009). Another invitation followed to give a keynote at the Training and
Further Education Development Centre of Victoria's annual conference for
practitioners in September 2012. The Director of the Work-Based Education
Research Centre at Victoria University, Melbourne, Australia said: `[our]
six-year-long Community of Practice project has adopted many of the
aspects Hillier has consistently highlighted as key to innovation —
reflective practice, collaborative learning and research networking.
..visits to England in 2008 and 2011 have built a small international
network of VET practitioners and researchers, and information has
continued to be shared about FE, HE and VET policy, research and
practice through meetings, seminars and conferences such as the LSRN
National Research Event' (5.2).
Debates about professional knowledge in leadership have been shaped by
GOODSON'S research, which was the basis of an event he led with members of
the British Educational Leadership Management and Administration Society (BELMAS)
(February 2013). The Critical Education Policy and Leadership
Research Interest Group (CEPAL) has acknowledged its reliance on GOODSON's
methodological work in a funding proposal to BELMAS for a collective
research project on how leaders both resist and comply with policy, and
the narrative biographical resources they draw on in order to make their
decisions about action (5.3).
GOODSON's research on professional knowledge was central to the Cyprus
Educational Research Association (CERA) inaugural Congress (December
2012). This brought together teachers, teacher educators, researchers and
Education Ministry delegates from North Cyprus, Canada, Australia,
Algeria, Iran and Turkey to debate education policy and practice. GOODSON
gave the inaugural keynote and participated in the discussions about using
the theories of refraction and narrative life history methodologies to
articulate a distinctive educational identity in North Cyprus. These
debates helped the governing body of CERA to realise that the Association
could be the neutral ground to bring researchers from diverse backgrounds
together in overcoming barriers in education (5.4).
LOVELESS' work contributed to debates about alternative understandings of
teacher knowledge, creativity and pedagogy with digital tools. Creative
Partnerships (CP), the Arts Council of England's flagship creative
learning programme (2002-2011), commissioned LOVELESS to produce a
provocation paper within an expert seminar, and a publication for teacher,
teacher educator and policy audiences (2008). On the basis of this paper
the EC Joint Research Centre Institute of Prospective Technical Studies
invited LOVELESS to contribute to an expert seminar and to produce a paper
to inform the debates leading to the preparation of the Centre's 2009
report `Innovation and creativity in education and training in the EU
member states: fostering creative learning and supporting innovative
teaching'. This report provided an overview of the theoretical
foundations to the programme of work of the European Year of Creativity
2009 to raise awareness of creativity and innovation, including
stimulating education and research (5.5).
DOMBEY's research has been mediated through debates about the teaching of
reading in professional associations and government agencies, informing
the debates, advisory role and lobbying of the UK Literacy Association
(UKLA) using the publication Teaching reading: what the evidence says
to support the UKLA President's `Respond and Lobby NOW!' campaign (Feb
2011) (5.6).
Developing resources and courses for professional development: In
the UK, the UKLA and National Association for the Teaching of English
(NATE) worked with the TDA, using DOMBEY's research to inform resource
material for the online Teacher Training Curriculum Resource Network and
Induction Pack for English. It was developed for the induction of teacher
educators and also used by student teachers and teachers from 2002 to
2010. In 2009-2010 the English site had 112,691 visits, with 569,792 pages
viewed. In 2010, the UKLA and NATE asserted that this material was high
quality and `has had much to contribute to work at masters level in
the teaching of English in general including the Masters in Teaching and
Learning. In addition to its use by university tutors, it has also been
heavily drawn on by trainees and practising teachers' (5.7). Other
UKLA publications drawing on DOMBEY's work include The handbook of
primary English in initial teacher education (5.8).
LOVELESS' research has informed pedagogic design in the training of
educators through the activities of the UK Association of Information
Technology in Teacher Education (ITTE), which has 48 institutional members
who represent teacher educators. ITTE also works with sister associations
such as the Society for Information Technology & Teacher Education
(SITE) (US) and the Japanese Society for Education Technology (JSET). The
Chair of ITTE 2008 - 10 (and Outgoing Chair 2011-12) testifies that: `the
network, which ITTE is plugged into and manages at a national level,
liaises directly with government agencies, policy makers and also
teacher practitioners based in schools. [LOVELESS'] research has
influenced elements of course design in initial teacher education and
CPD, both in content and pedagogical approach to subject knowledge, ICT
capability and creativity. Two specific examples of this would be the MA
in `Creative and Critical Practice in Educational Settings', at Keele
University from 2010, and the MA in `Education Practice' at De Montfort
University from 2009' (5.9). LOVELESS' CP provocation
paper has become a resource for professional development and, in 2008, was
translated into Japanese by JSET in a text for teachers and teacher
educators (5.10).
In the HE sector, WISKER's research has informed material to support
postgraduate education. The HEA Escalate Wellbeing Project led to the
development of a practical toolkit in 2011 for postgraduate supervisors
(5.11). WISKER's research on conceptual thresholds has been used in the
establishment and development of a range of programmes and resources for
supervisors (2009-13). The South Africa-Netherlands Trust (SANTRUST)
developed 14 HE postgraduate supervision courses based on her research.
The SANTRUST Academic Programme Manager testifies that: `Conceptual
thresholds have been reported as being one of these concepts that they
[supervisors] have found useful and liberating in understanding the
stages that both they and candidates have encountered in their scholarly
journey together' (5.12). The research also informed the
design of postgraduate supervision workshops in Gothenburg, Sweden (5.13).
Sources to corroborate the impact
5.1 Link to NCVER (Australia): `Innovation in teaching and learning in
vocational education and training: international perspectives.' Available
at:
http://www.ncver.edu.au/publications/2137.html
[Accessed: 8 November 2013]. Hillier's report is disseminated through this
website.
5.2 Testimonial available from Director, Work-Based Education Research
Centre, Victoria University, Melbourne, Australia confirming adoption of
research networks.
5.3 Testimonial from BELMAS CEPAL Research Interest Group confirming the
use of the concept of refraction and use of life history methodologies.
5.4 Testimonial from External Relations Secretary, Board of Directors,
Cyprus Education Research Association which confirms that the research
raised awareness of the theories and methodologies, and widened the
international reach of CERA.
5.5 `Creative Learning & Innovative Teaching: A study on Creativity
and Innovation in Education in EU Member States'. Available at:
http://is.jrc.ec.europa.eu/pages/EAP/iceac.html
[Accessed: 8 November 2013]. Link to EU report with contributions from
LOVELESS and its relation to the EU Year of Creativity.
5.6 UK Literacy Association, `President's blog'. Available at:
http://www.ukla.org/community/presidents-blog-entry/respond_and_lobby_now/
[Accessed: 8 November 2013]. The 2013 Catalogue p.14 Teaching reading:
what the evidence says. Available at: http://www.ukla.org/publications/.
[Accessed: 8 November 2013].
5.7 Research with a primary focus. Available at:
http://www.ite.org.uk/ite_research/research_primary_focus/001.html.
[Accessed: 8 November 2013]. Tender for Contract submitted to TDA in
February 2010 on behalf of the consortium composed of NATE and UKLA. This
refers to the resource on TTCRN website. Document available on request.
5.8 UK Literacy Association The Handbook of Primary English in
initial teacher education. Available at:
http://www.ukla.org/publications/view/the_handbook_of_primary_english_in_initial_teacher_education/
[Accessed: 8 November 2013]. Resources are available here.
5.9 Testimonial available from Chair of ITTE 2008 - 10 confirming that
the research influenced elements of course design in initial teacher
education and CPD.
5.10 Creative Learning Creative Partnerships publication.
Available at:
https://www.sussex.ac.uk/webteam/gateway/file.php?name=creative-learning-sept-2008&site=45.
[Accessed: 8 November 2013].
5.11 HEA Escalate Project Final Report and Toolkits available on request.
5.12 Testimonial from SANTRUST Academic Programme Manager, confirming use
of WISKER's research in postgraduate supervision programmes.
5.13 University of Gothenburg `Advice for Doctoral Supervisors'.
available at:
http://www.pil.gu.se/kontakt/medarbetare/gina-wisker/
[Accessed: 8 November 2013]. This references the course and WISKER's
contribution.