Impact of Teachers Research Enagement

AuthorTamara Ingamells, Cheney School


This investigation, carried out as the final part of the MSc in Learning and Teaching finds that teachers who complete Masters programmes or conduct action research or participate in a research-focused book club report positive effects of these experiences. Masters-level programmes were valued, but PhD research seemed to be considered esoteric and removed teachers from their classrooms. Teachers reported valuing their identities as ‘teachers’ and resisted the label ‘researcher’.

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