Nameless and Voiceless: The Evolution of an Action-Research Student/Teacher National Teaching Repository Webspace

Authors

  • Gabriella Rodolico University of Glasgow-School of Education
  • Willie McGuire University of Glasgow-School of Education
  • Marco Sisi

DOI:

https://doi.org/10.56433/jpaap.v11i2.547

Keywords:

Professional Practice, Action Research, School Education, Teachers, National Teaching Repository

Abstract

The MEd (Professional Practice) degree at the University of Glasgow, is aimed at In-Service teachers, qualified professionals who undertake situated research into pedagogical challenges evident in their establishments to improve the quality of teaching. Those who engage in such ethically approved professional inquiry, conduct Action Research, without being considered ‘academics. They have, however, the potential to bridge theory and practice in education and yet they are given neither voice nor space to effectively disseminate their small-scale, though still important, research. This paper aims to raise awareness of this issue and to generate solutions by discussing and showcasing the evolution of an Action-Research Student/Teacher National Teaching Repository (NTR) Webspace.

Author Biographies

Gabriella Rodolico, University of Glasgow-School of Education

Gabriella Rodolico is a lecturer in science education (biology) at the School of Education, University of Glasgow. She is also a Senior Fellow of the Recognition of Excellence in Teaching at University of Glasgow. She is a PhD level biotechnologist and qualified as Biology with Science teacher at the University of Strathclyde.

Willie McGuire, University of Glasgow-School of Education

Willie McGuire is a Senior Lecturer in the School of Education (SoE), University of Glasgow (UoG), UK. He is a Principal Fellow of the Higher Education Academy. He is also a Senior Fellow of the Staff and Educational Development Association (SFSEDA) with whom he is also an Executive member and Trustee.

Marco Sisi

Marco Sisi is a teacher of Primary Education and a former Master of Education (MEd) Student at the University of Glasgow. He gained his Primary Education qualification (PGDE) in 2020 before embarking on a part-time MEd in Professional Practice. He is school improvement coordinator for the South Ayrshire Council

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Published

2023-07-05

Issue

Vol. 11 No. 2 (2023): Vol. 11 No. 2 (2023)

Section

On the Horizon

License

Copyright (c) 2023 Gabriella Rodolico, Willie McGuire, Marco Sisi

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