What Does Doing Research Mean for Teachers? Comparison Between England and Shanghai

• In Event: The Professional Learning and Development of Teachers in England and Shanghai: Opportunities and Effects

Abstract

Objectives
This paper focuses on how teachers construct the activity of research and how it contributes to their professional learning and development (PLD). In particular: (1) What kind of research do teachers in Shanghai and England do as part of their PLD? (2) How does research contributes to their PLD? (4) How do teachers in England and Shanghai understand practice-based research? (5) What factors are underpin the differences?
Theoretical Framework
Teacher participation in research has become government policy in Shanghai and England but what is meant by research remains unclear. This study identified a number of types of research activity in schools in Shanghai and England. We aim to use Habermas (1968) three dimensions of research to critically consider different modes of research embedded in different cultures of England and Shanghai teachers’ PLD.
Methods
This is a mixed-method study using questionnaire and interview data. Analysis of questionnaire responses at teacher and school levels in Shanghai and England provide broad patterns of practice-based research activity and of teachers’ beliefs about the nature, role and importance of participation in research. This quantitative picture will be explored and expanded using data from observations and interviews with teachers and school leaders.

Data Sources
This study is based on questionnaire responses from 30 primary schools (8 teachers including the head-teacher per school) and 30 secondary schools (14 teachers including the head-teacher per school) respectively in England and Shanghai. The qualitative data includes 32 interviews of teachers respectively in England and Shanghai.
Results
A greater proportion of teachers in Shanghai report participation in research than in England. Most research in both countries is within-school projects, although cross-school projects are reported in England. Shanghai teachers are more likely to see research as an assignment to be completed for accountability reasons. Teachers in England focus on the enquiry process and do not feel so obliged to participate. The term “research” is problematic in both languages. Activities termed “research” in Shanghai may be labelled “curriculum development’ by English teachers. Teachers in Shanghai have low levels of research-literacy but receive more external support to research than UK teachers. In Shanghai, the teachers report that research contributes to their personal professional development, rather than making a contribution to students’ outcomes. In England, teachers are more likely to relate the outcomes of research to pupil outcomes.
Scholarly Significance
The very different constructions of research this study emphasises the centrality of practice-based enquiry and reflection for teachers. This raises questions of whether and how this can be mandated and supported effectively in different cultures. For teacher educators, the study raises questions about the role of research in PLD; For scholars, it contributes to the debate about research and its relationship with middle level school reform.

Authors

• Fan Yang

• Jane Medwell, University of Nottingham

• Guoyong Hu