Learning from the experience of others

Teacher Fellow, Institute of Education, University of Stirling (seconded) / Primary Teacher

Additional Support Needs Teacher

Creative STAR Learning Company - outdoor learning consultant

Autumn 2007

November 2007

May 2008

Summer 2008

June 2008

Working on final draft in May 09

The validity and usefulness of Learning Journals to help support newly qualified primary teachers undertaking their probationary period via the Teacher Induction Scheme.

Primary- Secondary transition for pupils with additional support needs

The impact of sequential questioning on the effectiveness of an outdoor active problem solving session

I became interested in research as a direct result of undertaking an MED Professional Enquiry in Education at Stirling University. In 2006 I was seconded to Falkirk Council`s Probationer Support Team to work with Probationer Teachers.

During the first year of my secondment, I decided, with the support of my line managers, to pilot the use of Learning Journals as a way to help support Probationer Teachers.

I had always been interested in research since completing my Social Science degree in 1986

I liked the idea that any teacher could apply regardless of experience or ability. When I stopped being a head teacher, I promised myself to do things that I always wanted to do but never had the time to do. This teacher researcher award was one of them.

The process was very challenging. I had little experience of designing and undertaking such a project. I wanted to be sure the way I went about the research ensured valid and credible evidence, and this was an added pressure. I found the support I got from Ian Mathieson at GTCS invaluable. He was constantly there on the end of an e-mail or phone, or coming to visit me, whenever I needed support, advice or guidance.

Relatively straightforward

The application form is quite formal but it does help clarify one's thoughts about what one wants to do.

Also everyone involved in Aberdeen City Council have been great from the education officers to the teachers in terms of willingness and cooperation to facilitate the project.

The support from all exceeded my expectations.

Finding the time was challenging, especially for the gathering of data and reading.

Designing good data collection tools was also challenging and time consuming.

Analysing the data was a lengthy process, which involved re-visiting it over and over again.

One of the most stressful parts was the writing up of the report. Trying to word things in a coherent, transparent and informative way took most of my summer break.

Finding time to write up the research. Keeping the project manageable.

Extracting quantitative data from 200 qualitative questionnaires.Sheer madness on my part!

The other hitch has been getting my research written up. I had to stop supply teaching as my company succeeded in gaining several contracts and other work which has taken up my time since October 2008.

Without a doubt. Learning Journals are still used and the lessons were learnt from the research helped us to review and adapt where necessary. The research helped us decide with confidence that Learning Journals had a place as a supportive tool.

As a result of my experience I have embarked on a MRes at Stirling University where I am further developing my knowledge and understanding of undertaking Educational Research. I am currently working on a proposal for a piece of research for next session where I will look at the impact of CPD on teacher`s professional development and practice.

Definitely. I am now embarking on Chartered Teacher and hope to use the GTCS project to get some accreditation. I also feel more confident in tackling other development work.

Yes - the impact of this has been huge. It sharpened up my teaching practice in that I have been much more attentive to the timing and nature of my questioning and I'm much more thorough in ensuring reflective activities or discussion at the end of a lesson.

In relation to my business activities, I have had to create a questionnaire to go out to all pre-school establishments in Glasgow and the Clyde Valley. If my teacher research project had not thrown up several flaws I do not think I would have understood the questionnaire construction process so well. The questionnaire is also online and feeds into a powerful database which can churn out the results in all sorts of interesting ways. Again I would not have considered this if I had not had to wade my way through 200 questionnaires in my GTCS research project.

Undertaking an action enquiry based on your own practice is an excellent way to start. It allows you to examine your own practice and work towards ensuring you are providing the best quality educational experiences for your pupils.

Keep it manageable and small scale.

Think carefully about what it is you want to know more about and design your evidence collection around that. Seek as much help as you can throughout the process.

It is a very satisfying and worthwhile experience.

Spent time developing a really comprehensive research proposal that can be carried out in 10 days.

I would strongly urge every teacher to apply as it is such a positive professional development process. You have freedom to choose your research topic and Ian Matheson provides a fantastic level of support and patience to help you through.

Small scale action research is vital to the growth of the teaching profession and it could be that your idea and project could produce significant findings that benefit Scottish education. Go for it!