Nameless and Voiceless: The Evolution of an Action-Research Student/Teacher National Teaching Repository Webspace
Keywords:Professional Practice, Action Research, School Education, Teachers, National Teaching Repository
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.
Ball, A., & Duke, M. (2015). ‘How to Track the Impact of Research Data with Metrics’. DCC How-to Guides. Edinburgh: Digital Curation Centre. Retrieved from: http://www.dcc.ac.uk/resources/how-guides
Brownson, R. C., Eyler, A. A., Harris, J. K., Moore, J. B., & Tabak, R. G. (2018). Getting the word out: new approaches for disseminating public health science. Journal of public health management and practice, 24(2), 102-111.
Butler, J. S., Kaye, I. D., Sebastian, A. S., Wagner, S. C., Morrissey, P. B., Schroeder, G. D., Kepler C.K., Vaccaro, A. R. (2017). The evolution of current research impact metrics. Clinical spine surgery, 30(5), 226-228. https://doi.org/10.1097/BSD.0000000000000531
Cain, T. (2018). Becoming a research-informed school: Why? What? How?. Routledge. London. 1st Edition https://doi.org/10.4324/9781315143033
Collins English dictionary (2022) Retrieved from: https://www.collinsdictionary.com/english/academic
Education Scotland (2020) Better Movers and Thinkers. Retrieved from: https://education.gov.scot/improvement/learning-resources/better-movers-and-thinkers-progression-videos/ (
Higher Education Funding Council for England [HEFCE] (2011). Assessment framework and guidance on submissions. Bristol. How research can inform teachers and teaching in schools | BERA Retrieved from: https://www.bera.ac.uk/blog/how-research-can-inform-teachers-and-teaching-in-schools
Irving-Bell, D., (2020): Everything you need to know about the National Teaching Repository. National Teaching Repository. Presentation. https://doi.org/10.25416/edgehill.12673016.v12
Irving-Bell, D., Wooff, D., & Tasler, N. (2022). The National Teaching Repository: global reach and Impact. Advance HE News and Views, 05. Retrieved from: https://www.advance-he.ac.uk/news-and-views/national-teaching-repository-global-reach-and-impact
Marín-González E, Malmusi D, Camprubí L & Borrell C., (2017). The Role of Dissemination as a Fundamental Part of a Research Project: Lessons Learned From SOPHIE. International Journal of Health Services 47(2):258-276. https://doi.org/10.1177/00207314166762
McNeil, A., (2022): Report - Investigating Scottish Primary Teachers Attitudes and Knowledge of Playful Pedagogy Research by Abbey McNeil.pdf. National Teaching Repository. Media. https://doi.org/10.25416/NTR.21165385.v1
National Teaching Repository (2022). Thank you to everyone for sharing on the @NTRepositoryWe have just hit 200k views! Combined with downloads that is 250k+ indications of having supported colleagues globally! WOW! Discover here: https://figshare.edgehill.ac.uk/The_National_Teaching_Repository and to share: http://figshare.edgehill.ac.uk/submit https://twitter.com/NTRepository/status/1602265435344445440?s=20&t=vMPa8EhZ4j3KXpnLm-saNw
Nijhawan, S. (2018). Bridging the gap between theory and practice with design-based action research. Studia paedagogica. 22(4), 9-29 https://doi.org/10.5817/SP2017-4-2
Oxford languages (2022) Retrieved from: https://languages.oup.com/google-dictionary-en/
Rodolico, G and McGuire, W. (2022): School Based Action Research. National Teaching Repository. Presentation. https://doi.org/10.25416/NTR.21163375.v1
Saha, L. J. (2009). The dissemination of knowledge about research on teachers, to the teachers. International Handbook of Research on Teachers and Teaching (pp. 71-79). Springer, Boston, MA. https://doi.org/10.1007/978-0-387-73317-3_5
Scholze, F. (2007). Measuring Research Impact in an Open Access Environment. LIBER Quarterly: The Journal of the Association of European Research Libraries, 17(3-4). https://doi.org/10.18352/lq.7894
Sisi, M. (2022a): The Impact of Motor-Development Approaches to Teaching Physical Education upon the Self-Regulation of Primary year 1 and year 2 Pupils within the Scottish Education System. National Teaching Repository. Media. https://doi.org/10.25416/NTR.21184945.v1
Sisi, M. (2022b). INVESTIGATING THE IMPACT OF PHYSICAL EDUCATION-BASED MOTOR-DEVELOPMENT APPROACHES UPON THE SELF-REGULATION OF LOWER PRIMARY SCHOOL PUPILS. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva, 6(2). DOI: https://doi.org/10.32043/gsd.v6i2.662
West, C. (2011). Action research as a professional development activity. Arts education policy review,112(2), 89-94. https://doi.org/10.1080/10632913.2011.546697
Wilson, P.M., Petticrew, M., Calnan, M.W. & Nazareth I., (2010). Disseminating research findings: what should researchers do? A systematic scoping review of conceptual frameworks. Implementation Sci 5, 91 https://doi.org/10.1186/1748-5908-5-91
Wolfberg, A., & Lyytinen, K. (2017). Narrowing the dissemination gap: Genres for practitioner scholarship. Engaged Management Review, 1(1), 1-17. https://doi.org/10.28953/2375-8643.1034
Copyright (c) 2023 Gabriella Rodolico, Willie McGuire, Marco Sisi
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.