The ‘Teacher Research Group’ as a collaborative model of professional learning

In this study, we adopted a Teacher Research Group model, a collaborative approach to teacher education that draws on the principles of numerous action research models of enquiry. More specifically, a teacher educator worked alongside an experienced physical education teacher over a three-month period to plan, teach and evaluate a series of classroom-based lessons. The Teacher Research Group adopted five teaching strategies that were thought to be significantly related to optimal learning and then refined their use in response to an evaluation of pupils’ learning in the classroom. This article outlines the context for this model, describes its application and finally reviews its value as a means of promoting shared professional learning. Adopting the Teacher Research Group model did lead to changes in teaching strategies and improvements in pupils’ learning outcomes. Moreover, the model was an effective approach to shared professional learning, one that could lead to desirable change among education professionals elsewhere.

Citation

Jones, L. (2023). The ‘Teacher Research Group’ as a collaborative model of professional learning. Educational Action Research, 31(3), 409-423. https://doi.org/10.1080/09650792.2021.1960577

Publisher

Taylor & Francis

Journal

Educational Action Research

URI

http://hdl.handle.net/10034/625602

DOI

10.1080/09650792.2021.1960577

Type

Article

Description

This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Action Research on 10/08/2021, available online: https://doi.org/10.1080/09650792.2021.1960577

ISSN

0965-0792

EISSN

1747-5074

Additional Links

https://www.tandfonline.com/doi/abs/10.1080/09650792.2021.1960577