Developing environments for research engagement in English schools: Re-professionalising teachers’ work

Abstract

This paper examines teachers' research engagement and its relationship to teacher professionalism in the English context, drawing on qualitative semi-structured interviews with early career and experienced teachers, and with middle and senior leaders in three comparative case study sites: a school with designated teacher-researcher positions; a school sponsored by a university; and a loose network of schools where research engagement is coordinated by a key teacher. Findings indicate that whilst teachers’ research engagement is regarded as a critical component of school life across these sites, it has to be managed appropriately. Implications for the teaching profession from our findings are discussed.