Pupils deserve the most effective teaching; disadvantaged pupils, especially, need it to thrive. For too long, practitioners have employed teaching approaches based on assumptions, fed to them as gospel in their early years of teacher training and development.
We now know many of these approaches – such as learning styles, the learning pyramid and brain gym – are not supported by robust research evidence and have since been debunked as edu-myths.
But how do we engage teachers with research? And how can we turn this engagement into impact? As Hendrick and Macpherson state (2017), “teachers have been given answers to questions they didn’t ask”, so we need to juggle engagement, evidence and relevance if we are going to have research-informed CPD that really works.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcast
-
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here