There has been a necessity for educational practice and strategies to develop significantly over the last century to maintain learner’s engagement and continue to reach new targets set by government and public expectations (Donaldson, 2015). With such altering landscapes for teaching, the question which practitioners and Scholars continue to debate, is the need for both academic and action research, and how they can benefit delivery of learning. In this assignment I will be comparing and analysing the need for both academic and practical research within education.
All research (including theoretical) can have an impact on educational practices however, this is not always the best and most practical approach to teaching. The latest research is not always utilized and there are often questions around the validity of the research with real problems faced in the classroom (Candela, et al. 2004). There is also a risk that the teacher misinterprets the study creating discouraging learning environments. Pritchard (2018) recognises the notion that referring to theory may benefit the teacher more, once they have been in practice and can see the direct connection to practice. However, Lunenbury and Korthagen (2009) emphasise the concept that novice educators need all the support in the early stages to ensure practice is linked to theory throughout their careers. Educators need to determine how learning happens so that they can teach successfully (Petty, 2004). Equally, for teachers to work effectively, they need to understand what theory can be transformed into practice (Pritchard, 2018).
Practitioners should have access to valuable research and results (Candela, et al. 2004) however, it could be argued educators lack time to examine and understand essential research while embedding this into practice (Norton, 2001). Dean (2006) discusses the experience of educators being unrealistic, when teachers need to learn new approaches, reflect and engage in action research while progressing with assessments in the classroom without further time or resources provided is not feasible. Nelson and Campell (2017) also emphasise the need for researchers to display their work more ‘clearly, accessibly and effectively’ to build stronger collaborations between research and education. The disparity between teaching and research has been acknowledged over the years (McIntyre 2005 cited in Hamza et al. 2018) emphasising the need to approach them ‘as a matter of two equal practices interacting with each other’ to create a successful partnership. Researcher’s task is predominantly, to study and investigate. An educator’s demanding and complex role does not allow simple access to engage in both academic and action research.
Petty (2004) acknowledges that educators need to give time and attention to ‘theory-in-use’ when reflecting on their teaching to ensure they develop skills to enhance learning. Having such a range of theory and research however, may overwhelm educators if they do not have the opportunity to instigate their own learning into the classroom. Arguably, it has been questioned whether theory supports teachers to practically embed their ethos in classrooms with increasing pressures and judgements on performance (Aubrey & Riley, 2016). In contention, Adams (2000 cited in Norton, 2001) provides a convincing argument for the position of action research in education to remove such barriers. Adams’ (2000) results showed lecturers were driven by their learners, the subject area and the need to develop their own practice rather than policy. The action research would demonstrate theory and practice while ensuring high quality teaching and delivery.
Largely, learning theories and their supporting evidence, link directly to the learning and development of children (Pritchard, 2018) with traditional theorists rarely expanding their research into adult or further education, arguably because of the period when this research and evidence was conducted. However, this could raise a question to the relevance and diligence if further research has not been expanded into other regions of adult learning. Naturally, as time and education evolves, it could be disputed that traditional notions of learning have progressed (Mensah, 2015). Within the college classrooms however, the constructivism model is still regularly encouraged for learners to structure their own understanding and create authentic learning experiences (Gijbels, van de Watering, Dochy, & van den Bossche, 2006; Jonassen, 1994; Jonassen, Peck, & Wilson, 1999; Loyens, Rikers, & Schmidt, 2008; Sherman & Kurshan, 2005; Tenenbaum, Naidu, Jegede, & Austin, 2001 cited in Mensah, 2015). With such a variety of theorists available to teachers to examine (Pritchard, 2016), it could be argued that academic research is relevant in most teaching strategies and approaches, and they stem directly from original theoretical research (Petty, 2004). While all teaching strategies are not a necessity and required at all times in classrooms, similarly, all teaching theories are not needed, however this does not signify any less of a need to comprehend and appreciate their bearing in education. In spite of the weight academic research holds in the wider world, especially within policy, Corey (1953 cited in Robins, 2015) suggested that teachers would favour probing colleagues for ideas and recommendations rather than reading general knowledge for solutions, suggesting that researchers may not be improving teaching practice (Cooper et al. cited in Nelson and Campbell, 2017). LaPointe-McEwan (et al. cited in Nelson and Campbell, 2017) study also supports these findings, substantiating the use of practice supports teachers more than use of original research.
It could be argued that differentiating between researched theories is a vital skill for educators to ensure that the correct approach to learning is implemented. Biggs (1996, cited in Norton, 2001) indicates however in higher education the application of the constructivist theory is absent and the teaching relies heavily on the teacher delivering up to date knowledge of a subject. This may not necessarily be detrimental to learning however, if other theories are not considered, it could limit how many learners engage and grasp an understanding (Aubrey and Riley, 2016). Candela (et al. 2004) suggests older, more established theories may not give practical or realistic approaches to the modern classroom. Similarly, Nelson and Campbell (2017) maintain that teachers need to utlise their professional cognitive judgement where necessary and not be influenced merely by theory. Furthermore, due to the complex and often diverse needs of learners; which researchers have not necessarily taken into consideration (Groundwater-Smith & Dadds, 2004 cited in Dean, 2006), educators need to develop their teaching strategies and create innovative learning environments. This significant change impacts the way educational theorists must consider their study (Naz and Murad, 2017). As a result, teachers have needed to develop their practices and methodologies which essentially evidence-based research could facilitate. Equally, Barnett (2000 cited in Bradley, 2003) claims that researchers have not tackled the challenging scene of modern education. Wiliam (2019) advocates the notion that education will never be a ‘researched-based profession’ down to the reality that education is too intricate to diagnose a solution, and at times there is no research to support a specific situation.
Interesting point
Learning is not necessarily a ‘completed’ process with an end result, which generates the question, without clear guidelines how can there be evidence of learning in a structured and controlled format? Pring (2009 cited in Bradley, 2003) acknowledges the misplaced hypothesis that education and learning is ‘object of a science’ (Pring, 2000, p. 29). Theories themselves have compared their differentiations, contending each others values (Pritchard, 2016) however, equally to Pring, Goldacre (2013 cited in Nelson and Campbell, 2017) argues that ‘education is not evidence based’. One could argue that science is not automatically the best method to quantify outcomes and ensure practice is improving. Research is motivated and affected by internal factors such as values and opinion while extending beyond into the context of the subject areas (Nelson and Campbell, 2017).
In the majority of disciplines, vocational experts are used to carry out research in their field and use their discoveries to influence practice however, in education the majority of traditional research is conducted by the science of learning (Wiliam, 2019). It has been proven through compelling evidence, learning theories are tangible and need to be thought of, however, it could be debated they are not the only sources to use within the classroom (Candela, et al. 2004). Action research in education consists of an activity to support the development of practice and how to develop the needs of learners within the classroom (Roffey-Barentsen & Malthouse, 2009; Dean, 2016). Areas such as medicine do not solely rely on theoretical origins but need to consider and operate using physical practice to shape understanding and progression (Hamza et al. 2018).
It could be argued when actions are applied by teachers they understand their teaching and what kind learning they want taking place in the classroom which could differ from researchers (Candela, et al. 2004). Having action research could be perceived as more valuable as the educator’s practice is inevitably influenced through their own reflection following this research (Norton, 2001). Having teachers involved in the methodical process with researchers however, could establish more valid theory of teaching (Candela, et al. 2004). If educators are expected to engage in reflection not only to obey regulatory requirements, but for the improvement of their teaching approach; much consideration should be given to action research. Following the argument surrounding academic research however, this emphasises the time needed to engage with the exercise. The importance of the action research process however, can not be undervalued, the information may be a stimulus for future teaching and self evaluation and evidence can be utilized externally (Gordon 2009; Todd 2015; Wideman 2011 cited in Robins, 2015). Instigating action research supports practitioners to ‘measure improvement’ (Corey 1953 cited in Robins, 2015) which supports the argument for the necessity for both academic and evidence-based research to reinforce one another.
Many studies surrounding action research, maintains the notion it will encourage teacher reflection and improve practice however, similar to the concept of learning itself, there is no ideal model or process to implement the research arguably, due to complex techniques used in educational and policy establishments (Adelman 1993; Corey 1953; Gordon 2009; Noffke 1997; Pine 2009; Sandretto 2007 cited in Robins, 2015). This introduces new potential barriers but also supports teachers to develop their understanding for research methods and will be establishing research skills which itself is a development tool (Hamza et al. 2018). Larrivee (2000) suggested if educators don’t have the comprehension as to why they teach the way they do and do not continue to critically reflect, teachers merely have a range of detached techniques and are ‘trapped in unexamined judgments, interpretations, assumptions, and expectations.’ (Larrivee, 2000).
Throughout this assignment, the need for both academic and action-based research has been corroborated. This does not mean teachers need to pursue an occupation within academic research to develop their competence (Hamza et al. 2018) but both professions could work simultaneously to develop effective teaching of the theories for the modern age. However, one significant feature for both research practices is the time needed to implement the change. To ensure the benefits discussed and tangible change is to happen in education, adjustments need to be made to the establishments and practices surrounding teacher development (Dean, 2006). ‘When schools become learning institutions for all, they will be revitalized and learning will be a deeply engaging and satisfying process for teachers and students’ (Dean,
2006).
