Pupils as researchers: empowering inquiry in education

This book offers a new and recently qualified teachers a pragmatic but nuanced perspective on the role of ‘research’ and ‘evidence’ in teachers’ professional development. In the context of recent policy which has created and enforced a reductive and essentialist curriculum for teacher education in England [Turvey 2023], the book is designed to help practitioners understand how their relationship with research and evidence might develop as their experience grows, and as their roles and expectations of their career might change.
We know that this need for a broader perspective on ‘research’ exists in England [McLaughlin and Wood, Jerrim et al] , and can see the impact that reduced professional autonomy is having on the profession [worth and van den brande, woods et al]. We think also that our approach will also find interest in the other home nations. We also recognise the international work in this area which ITT in England can benefit from re-connecting with , and that England’s policy is being exported to other countries and jurisdictions. To that end we will not be focusing overtly on ‘compliance’ or on particular regulatory or curricular frameworks. Instead we want to help teachers see beyond the immediate pressures of accountability.