The Research-informed Educator
Tools and Techniques for Effective Teaching
Angela Gill editor Ed Podesta editor Megan Stephenson editor
Format:Paperback
Publisher:Emerald Publishing Limited
Publishing:17th Nov '25
£25.00
This title is due to be published on 17th November, and will be despatched as soon as possible.
The Research-Informed Educator supports teachers in developing their professional identity and practice through engagement with research and evidence. It helps both new and experienced educators look beyond the pressures of recent policy demands about what teachers should know and do. The book aims to challenge and re-balance the recent “evidence-turn” in teacher training and development.
The chapters cover the career path of a teacher, introducing and developing key concepts and issues related to research and practice. Concepts such as the nature of evidence, the role of theory and experience, and the significance of professional identities and values are explored through practical engagement with issues teachers face in their work.
Each chapter is written by an experienced teacher now working in teacher education, drawing on shared knowledge of how teachers best engage with research. The book is designed to support practitioners in understanding how their relationship with evidence may change, as they gain experience and take on new professional roles.
This book is essential reading for teachers and teacher educators. It assembles a set of carefully argued provocations around the relationship between research, evidence and educational practice, pointing out (for example) that a curriculum for beginning teachers needs to be dialogic and iterative as much as (or more than) it needs to be ‘carefully sequenced’ and ‘cumulative.’ Together the chapters present a compelling case for reflective and successful teachers to engage with educational research in all its methodological diversity, rather than restrict their attention to a narrowly prescribed evidence base.
-- David Aldridge, Professor of Teacher Education, Edge Hill UniversityThis book is essential reading for teachers and teacher educators. It assembles a set of carefully argued provocations around the relationship between research, evidence and educational practice, pointing out (for example) that a curriculum for beginning teachers needs to be dialogic and iterative as much as (or more than) it needs to be ‘carefully sequenced’ and ‘cumulative.’ Together the chapters present a compelling case for reflective and successful teachers to engage with educational research in all its methodological diversity, rather than restrict their attention to a narrowly prescribed evidence base.
-- David Aldridge, Professor of Teacher Education, Edge Hill UniverISBN: 9781837082414
Dimensions: unknown
Weight: unknown
196 pages