Close to Practice Conference, June 2024
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Exploring Pathways: Bridging Theory and Practice in Education Research
The Nottingham Trent University's Close to Practice Conference digital library, is a curated repository dedicated to practitioner research and collaborative lesson study in education.
Managed by the Nottingham Institute of Education in collaboration with esteemed keynote speaker Prof. Gert Biesta, this collection stands as a testament to practitioner research and collaborative lesson study in education. It offers a comprehensive array of contributions from academics, educators, and researchers dedicated to bridging educational theory with classroom practice. It serves as a vital platform for bridging educational theory with practical teaching methods, showcasing innovative approaches that aim to enhance teaching effectiveness across various educational sectors.
This repository underscores Nottingham Trent University's commitment to advancing educational excellence through rigorous research and its application in classroom practice and policy development.
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Item Developing Scholarship and Research Skills: Interrogating the Literature on Subject Specialist Trainee Teachers’ Desirable Features(2024) Davies, Sarah; Omeni, Debbie Chidinma; Baker, Pip; Pickering, Natalie; Willshire, Katie; Hardy, Alison; Blazewicz-Bell , Rachel; Walters, AislingContext: This study was conducted by the Secondary School Subjects Special Interest Group (SSS-SIG) at Nottingham Trent University. It focused on improving Initial Teacher Education (ITE) programs for secondary subject teachers in England, with the aim of influencing both the university's own programs and regional/national policy. The inquiry addressed the need to better understand the key characteristics expected of secondary Postgraduate Certificate in Education (PGCE) trainees across various subject specialisms. Aims: The research sought to develop scholarship and research skills among early-career teacher educators and investigate the desirable traits of trainee teachers in secondary education. Key aims included understanding the balance between subject knowledge and pedagogical skills, identifying how these expectations vary across different subjects, and using this insight to inform course design and revalidation processes within ITE programs. Methods: A systematic literature review was employed, following a structured process of question development, literature search, data extraction, and thematic analysis. The research team analyzed studies related to secondary PGCE courses using academic databases and compiled the results into a thematic framework. Tools such as PRISMA diagrams and literature matrices were utilized to document and compare findings across subject areas. Findings: Seven key themes emerged, highlighting the importance of balancing subject knowledge and pedagogical skills, the challenges of designing generic teacher education programs, the effectiveness of subject knowledge enhancement courses, the development of practical teaching skills, and the role of reflection and mentorship. Additionally, the interplay between mentorship and school-based experiences was found to be crucial for trainee development, with different expectations observed across subjects. Implications: This study suggests that teacher education programs need to carefully balance subject- specific and pedagogical training. Other teacher educators might reflect on the importance of incorporating reflective practices, mentorship, and subject-specific approaches into PGCE courses. It also emphasizes the value of integrating theory with practice through enhanced school-based learning opportunities.Item Ethical issues in researching Higher Education teaching and learning: what’s the same as, and what’s different from, close-to- practice research in other phases of education?(2024) Golding, JennieContext: The report explores ethical issues in researching Higher Education Teaching and Learning (RHETL), particularly when academics research their own or colleagues’ teaching practices. It draws on an initiative at a research-intensive university in London aimed at creating accessible ethical guidance for those inexperienced in such research, targeting both experienced researchers in non-cognate disciplines and those on teaching contracts with limited research experience. Aims: The research addresses three primary questions: (1) What are the key ethical issues in RHETL? (2) How can institutional ethics processes better support those unfamiliar with these issues? and (3) What are the similarities and differences between ethical issues in RHETL and close-to-practice research in other educational phases? The goal is to inform the development of ethical guidelines and support the integration of RHETL into university practices. Methods: This was a scoping study rather than an empirical investigation. It began with issues identified from the researchers’ experiences as RHETL practitioners and members of the university’s Research Ethics Committee, supplemented by a literature review. The aim was to map the scope of existing evidence, identify emerging discussions, and re-interpret findings to inform both current practice and future research, including potential systematic reviews. Findings: Key issues in RHETL include the power imbalance between academics and students, which complicates the ethical use of student-generated data. There are also challenges related to competing terminology in the field, the complexity of ethical processes, and the use of digital tools in research. The literature review indicated that while the ethical issues in RHETL resemble those in other educational phases, they require adaptation for the university context, particularly in managing the insider-researcher position and navigating the evolving digital research landscape. Implications: The findings underscore the need for tailored ethical guidance and support mechanisms for academics engaged in RHETL, including simplified ethical consent processes and training. Cross-phase learning between higher education and other educational phases is advocated to enhance mutual understanding and support. The initiative has led to increased RHETL activity and early evidence of improved peer-reviewed publications, suggesting a positive impact on academic research culture.Item Social Fiction as a close-to-practice research approach(2024) Brown, Nicole; Ergül, HakanContext: Close-to-practice research in educational settings has evolved through various approaches, such as practice-led research, practice-based enquiry, and close-to-practice research. These methodologies emphasize the active involvement of researchers within their own practices, blending research, teaching, and activism. The trend towards using creative and arts-based methods in social sciences and education has led to new forms of inquiry and dissemination. This research situates itself within these developments by exploring Social Fiction as a unique form of close-to-practice research that integrates these roles. Aims: The study aims to explore Social Fiction as a method for integrating and reflecting on the varied roles of academic life, such as teaching, research, and creative expression. The objective is to provide a platform for academic dialogue that addresses the complexities and challenges researchers face when using Social Fiction. The initiative seeks to understand how Social Fiction can challenge existing academic and methodological norms, encourage deeper engagement with societal issues, and foster a more inclusive and reflexive research community. Methods: The research involved a writing group where participants, including the authors, engaged in creating and sharing Social Fiction pieces. These narratives were used as a method to reflect critically on their professional roles and the issues encountered in educational and research settings. The process of writing, sharing, and revising fiction pieces was central to the methodology, merging data generation with analysis. This approach was coupled with regular group meetings to discuss and refine the narratives. Findings: Participants reported that creating and sharing Social Fiction pieces allowed them to grapple with issues of voice, truth, and representation in a way that traditional research methods do not always permit. The exercise revealed common struggles with these issues and highlighted the potential of Social Fiction to provide new ways of expressing and understanding complex social realities. It was noted that while fictionalizing could risk distorting participants' experiences, it also offered a means to protect vulnerable subjects and engage more deeply with the unspeakable aspects of human experience. Implications: The study suggests that Social Fiction offers a valuable addition to close-to-practice research by enabling a more nuanced and creative engagement with social issues. It challenges traditional boundaries between research and creative practice, proposing a more integrated and holistic approach. The findings also suggest that Social Fiction can empower researchers and participants by providing alternative avenues for expressing marginalized voices and experiences, thereby contributing to a more dynamic and inclusive research community.Item How can a reciprocal reading model support oracy in a Y7 art class?(2024) Greeley, Lizzie; Richardson, EmmaContext: This study was conducted in a Year 7 (ages 11–12) art class at an independent co- educational school, involving 22 students. The school was participating in a Close-to-Practice (CtP) partnership with Nottingham Trent University. The inquiry aimed to integrate oracy into art lessons by using reciprocal reading, which had previously been explored through staff development focused on reading across the curriculum. Aims: The research focused on developing students' oracy skills—defined as the ability to articulate ideas and influence others—by expanding their vocabulary and confidence in speaking about art. Specifically, the goal was to understand how a reciprocal reading model could enhance students’ discussions about artworks, with a broader ambition to improve their ability to write critically about art in later years Methods: The study used reciprocal reading, where students took on roles such as questioner, clarifier, summariser, and predictor during group discussions about Georgia O’Keeffe's art. Data was gathered through students’ journals, audio recordings, informal group discussions, and final collaborative artworks. Creative methods of data collection were inspired by a professional development session on creative research methods. Findings: Four key themes emerged: the development of technical and reflective vocabulary, increased competency in art skills, greater confidence in expressing opinions, and enhanced skills in negotiation and persuasion. Reciprocal reading enabled students to articulate ideas more effectively, work collaboratively, and make choices regarding their art projects. Challenges included managing lively group discussions and balancing differing ideas within mixed-gender groups. Implications: The study highlighted the benefits of reciprocal reading in promoting oracy, particularly in a subject like art. It also showed how student-led approaches could improve vocabulary use, collaboration, and creative decision-making. Future research could explore the impact of different group configurations and the application of these methods in other subjects.Item Perspectives on a participatory action research project(2024) Hidson, Elizabeth; Duffy, KateContext: Following the COVID-19 pandemic, there has been a growing focus on the importance of developing children’s cognitive, social, and emotional skills. The Mini Mind programme was created to help children improve self-awareness and self-regulation. This participatory action research (PAR) project aimed to implement the Mini Mind programme in schools to address these needs. The programme was trialled in primary schools in the North East of England, in collaboration with the University of Sunderland and Global Spirit Ed CIC. Aims: The project aimed to: (1) implement the Mini Mind programme to support children’s self- regulation and emotional development, (2) empower schools to set their own goals using PAR, and (3) create a model of co-constructed research that could be adapted for other schools. Methods: The study employed a participatory action research model, involving nine teachers from four schools, university researchers, and the Mini Mind trainer. Teachers implemented the Mini Mind programme, tracking pupil progress through observations, questionnaires, and field notes. The PAR process involved iterative cycles of planning, action, and reflection. Data included classroom observations, children's feedback, and teachers’ reflections on their evolving roles as researchers. Findings: Teachers reported that the children developed a better vocabulary for discussing emotions, improved self-regulation, and showed observable changes in both classroom behaviour and informal settings. Teachers also gained critical insights, enhancing their role as practitioners and researchers. The programme empowered schools by aligning the research with their specific social-emotional learning goals. However, challenges included adapting materials for younger children and ensuring sustained impact beyond the programme’s weekly sessions. Implications: This project highlighted the effectiveness of participatory action research in fostering collaboration between universities and schools, offering a model that allows schools to take ownership of addressing their unique educational needs. It also showed the potential for university-school partnerships to develop impactful research practices that could be scaled to other educational settings, including secondary schools.