Teachers shouldn’t bother reading education research
There has been a push recently towards teachers becoming more “evidenced informed” and engaging more with education research. In this talk, I’ll argue that because education as an academic discipline is still in its infancy and that because of certain epistemological constraints, teachers shouldn’t bother reading education research.
Gary teaches physics at a secondary school in London, having previously worked as a professional physicist at universities in Germany and the UK.
National Conference 2016
Why don’t teachers engage with research?
Recent studies have shown that teachers do not engage with research and remain sceptical of the value of education research for informing classroom practice. I suggest one potential solution to realise the goal of a truly evidence-based teaching profession.