practice-based research

Teachers who have been trained to teach via a transmission mode may find CPD which requires them to implement a cycle of active reflection: think, plan, do and test then repeat the cycle may be uneasy with the requirement to be actively engaged in developing new pedagogical approaches. However, their students will have to adapt to a rapidly changing world throughout their lives and teachers have a role in preparing them for this.

Examples of methods for CPD which have long lasting impact are welcome but must be backed up with sound research into their effectiveness

The model outlined here was evaluated with participants with positive results and it was developed based on research into effective CPD.

Askew, S. and E. Carnell (1998) Transforming Learning: Individual and Global Change, Institute of Education, University of London series.

Biesta, G.J.J. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, Vol 50 Issue1 p75-87

Chandler. D. (1994) The Transmission Model of Communication http://www.aber.ac.uk/media/Documents/short/trans.html (last accessed 8th July 2016)

‘Information transmission’ is a popular phrase used to denote the mechanistic communication of expert knowledge that is one way only. The critique of this mode of teaching has become increasingly sophisticated over the years as knowledge about the complexity of communication grows. The phrase was first coined in 1949 by Shannon and Weaver who wanted to mirror the functioning of radio and telephone technologies in human communication.

This Guide is intended for anyone in school leadership especially EdTech leadership because of the focus on pedagogy eg Strategic Leaders in Information Computer Technology (SLICT)

For guidance about undertaking school based research see the three research MESHGuides:

Research Methods: Developing your research design 

Awaiting content

Awaiting content

The third learning method, ‘social interaction’, expands Freire’s notion of the wider value of collaborative learning in social and cultural contexts in order to take charge of the agenda (1968). In fact this was the approach of the mediaeval Trade Guilds which brought specialist craftsmen together to pursue a common agenda, but digital communication now made sharing ideas between members so much more possible without meeting face to face.

Constructivism and Constructionism 

In this MESHGuide we are now concentrating on one particular approach to CPD which educators who formed the MirandaNet Fellowship developed. This international professional organisation was founded by Dr Christina Preston in 1992. Central to that organisation was the argument that the constructivist approach is preferable in the CPD context, because pedagogical design acknowledges the human need to generate knowledge and meaning from learners’ own experiences.