At CPRT’s London Teachers Reading Group recently, we debated one of the original CPR research reviews, Children and their Primary Schools: pupils’ voices (Robinson and Fielding, 2010). Shortly to be published in updated form (see below), this reviewed published research on what pupils and former pupils think of their experiences of primary schooling.
A mixture of teachers, academics and local authority colleagues, we brought different perspectives to bear on the challenge of listening to and respecting children’s voices. We discussed the potential of involving children as co-participant researchers and almost immediately the teachers amongst us were keen to take action. Some considered inviting their classes to take photographs and devise captions to present views on the school environment, or to make collages to represent their experiences of literacy in school or at home. The range of evidence the young people collect could then be used to prompt reflection and dialogue about their experiences and feelings and how to respond to these.
We also found ourselves reconsidering the current role of published research in primary education. Tim, who had been teaching for just two years, voiced the view that keeping up to date in this manner was a professional responsibility, and commented that he’d ‘found it fascinating and invigorating’ to read research reports during his PGCE, ‘not only for the essays as it were, but for teaching’.
Yet since then, in the busy maelstrom of school life, he had received scant encouragement to read and debate his understanding, nor to explore the relationship between theory and practice in his classroom. Although he recognised research can help us as educators to re-examine the implicit theories that undergird everyday practice, he felt pressured ‘to deliver, to assess and to raise standards’. He also reflected a sense of professional isolation, since there were few with whom he could debate his reading.
Many in the group felt the emphasis on the ‘what works’ agenda, which they perceived was almost exclusively focused on raising attainment, sidelines the importance of teachers (and children) being involved in research themselves. There was also agreement that learning is highly contextualised and thus what ‘works’ in one context may not in others.
The conversation was rather generous and gentle on this first occasion but I am sure over time more robust and critically reflective discussions will emerge as we explore our different perspectives, gain critical distance and interrogate the assumptions, values and beliefs that underpin policy and practice.
What might the consequences be if right across the country such teachers’ reading groups developed? Professional space is surely needed to consider quality research evidence, to read new empirical studies and well-established texts, and to debate the methods used and insights claimed.
Teachers, whilst respecting children’s voices, need to be careful not to dismiss their own views, their own potential as researchers, and the value of connecting to the work of others.
The next meeting of CPRT’s London Teachers Reading Group is on November 13th when Carol Robinson’s report on her updated research review will be discussed. Please contact Greg Frame if you would like to attend. All are welcome.
Carol Robinson’s report is one of five mini-projects in which CPRT has commissioned researchers to revisit and re-assess published research relating to CPRT’s eight priorities. The original 28 CPR research surveys were published in 2007-8. They were then revised for publication in The Cambridge Primary Review Research Surveys (2010).
For information about the Trust’s current research, click here.