Introducing the Culham St Gabriels Research Strategy with
Introducing the Culham St Gabriel’s Research Strategy, with a focus on: How to use the Research for RE website to inform and improve your professional practice
Culham St Gabriel’s is a charitable trust dedicated to promoting excellence in RE teaching • We support RE teachers’ and trainee teachers’ professional development, including their awareness and use of research, aiming to raise standards in the subject • We aim to strengthen RE’s position in national education, and the organisation of the subject, leading to better provision for pupils
Strategy for research in RE: background and strands • In 2017, CSt. G consulted with NATRE and AULRE on teachers’ access to RE research • Obstacles: research not always felt relevant, lack of researcher-teacher communication • Two responses: the Research 7 series and the Research for RE website
Research 7 series 1. Curriculum design in RE: Dr Richard Kueh, Inspiration Trust, 2018 -2019 2. Religious Literacy: Professor Gert Biesta, Dr David Aldridge, Dr Sean Whittle, Brunel University; Dr Pat Hannam, Hampshire LA, 2018 -2019 3. Emergent technologies and RE Paul Hopkins, 2019 -2020 4. RE teachers and texts: Dr Bob Bowie, Canterbury Christ Church University, 2018 -19 5. Children as religious and scientific reasoners funded by Templeton World Charity Foundation 6. Educational disadvantage and RE: Dr David Lundie, Liverpool Hope University, 2018 -19 7. Teachers’ engagement with research: Professor Vivienne Baumfield, Exeter University & Dr Emma Salter, Huddersfield University, 2019 -2020
Research for RE website https: //researchforre. reonline. org. uk/ • Free to register and use (1001 users at 20 November 2019) • You can read reports of research, search these by theme, send feedback to researchers • You can also read or post research opportunities and research ideas • Currently 115 research reports are posted – concise, checked for rigour and relevance to RE teaching, ranging over RE practice, religious studies, philosophy and ethics, educational and professional studies, learning psychology • This session focuses on using the site as a professional learning resource
Overview We will: • talk briefly about research • look at a few excerpts from the website • give you a chance to talk about how a research report could be used in your own practice • give you some time to look at the website in more detail, with a task
Moving to research First, some questions to discuss • • What do you understand by ‘research’? What kinds of research have you heard of? Do you know anyone who is doing any research? How do you think research might help to improve teaching?
What’s in it for teachers? Teachers’ Use of Research Evidence: A case study of United Learning schools, NFER 2014 Engaging with research can: • give teachers new ideas • boost confidence • stimulate professional discussion • break down subject barriers Teachers should try it open-mindedly, researchers should make findings accessible
Designed to be accessible:
Elizabeth L. Bjork and Robert Bjork
General advice (then over to you)
Task • Read over Bjork’s and Bjork’s ‘desirable difficulties’ • Think about how you might use them to improve learning in one particular RE topic of your choice • Be ready to feed back your ideas in 15 (? ) minutes
Exploring Research for RE • Log in to https: //researchforre. reonline. org. uk/ ; register as a user if you need to • Spend 10 -15 minutes looking through the research reports, looking out for any that you might find interesting or useful • Then focus on one report • Prepare brief feedback for the group, including report title, key points and why you have chosen it – why is it interesting? How might it be used? How might it help to improve RE teaching? • Be ready to give your feedback in 30 (? ) minutes
Finally, over to you… Summary comments, questions? How do you intend to follow up this session?
“ James Howard Andrew Wright: RE, Knowledge, Wisdom and Truth “They're all values I strive to have. . . on further investigation, it's about students' critical abilities, and RE is not a place to tell them what to believe. . . a concern for truth and evidence is an expansion of ideas I was already having. It boosts engagement in RE and answers students' question – why do I do RE? ”
“ Lucie Fidlin Terence Lovat: Teaching Islamic Morality “Offers a more current view of Islam, introducing issues around the position of women in Islam – asks you to teach about the religion as well as confronting Islamophobia. ” (In the context of complaint about teaching practice department that teaching on Islam simplistically focuses on the Five Pillars. ) ”I'll definitely use the website more, in planning lessons and writing assignments. . . when you see 'Research for RE', you wonder if it can be applied to teaching, but now I think yes. ”
“ Sabiya Naib Annika Bergviken Rensfeldt et al: Teachers using Facebook groups “It gives you both advantages and disadvantages. I'm in Save RE and the AQA GCSE group. . . I never picked up the disadvantages, e. g. it can be used as an emotional platform rather than a resource. There are useful resources on the AQA page. . . in time, we'll (trainee RE teachers) relate to research more. ”
Our site will be invaluable when you are. . . • A trainee - writing essays, considering new teaching strategies • A qualified teacher – for personal CPD, developing good practice, looking for possible solutions to classroom issues • A Head of RE - informing strategic decisions, making use of case studies, running subject department meetings • On a leadership course (e. g. NPQML, NPQSL) - researching projects • Completing further study (Masters, Ed. D, Farmington) – undertaking literature reviews, studying research methods
Contact Dr Kevin O’Grady Lead Consultant for Research kevin@cstg. org. uk
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