Meghan Stacey – författare

It has been argued that too much research is conducted for the ''world'' of education research, and not enough for the ''village'' of particular educational institutions like schools. In this edited book, the authors reflect on what it means for teachers to be engaged in and with educational research. What is happening in the ‘village’ of schools, and how is that related to what is happening in the ‘world’ of educational research? What might the distinction between the ‘village’ and the ‘world’ mean today, and is it still a useful one?

The chapters in this book explore the prospects of teacher research in an age in which educational data proliferates, often used for accountability and surveillance purposes, and in which instrumentalist notions of ''evidence-based practice'' dominate. They consider contexts ranging from Initial Teacher Education through to ongoing teacher professional learning in schools.

This volume concludes with an argument for turning the conversation from research as an ''add-on'' to something that can be, should be, and arguably is, a central feature of the everyday work of teaching. It aims to envision positive futures for the kinds of ''villages'' and ''worlds'' that may be possible when enabling meaningful and rich research with, for and by teachers.

This book was originally published as a special issue of the journal, Teaching Education.

It has been argued that too much research is conducted for the ''world'' of education research, and not enough for the ''village'' of particular educational institutions like schools. In this edited book, the authors reflect on what it means for teachers to be engaged in and with educational research. What is happening in the ‘village’ of schools, and how is that related to what is happening in the ‘world’ of educational research? What might the distinction between the ‘village’ and the ‘world’ mean today, and is it still a useful one?

The chapters in this book explore the prospects of teacher research in an age in which educational data proliferates, often used for accountability and surveillance purposes, and in which instrumentalist notions of ''evidence-based practice'' dominate. They consider contexts ranging from Initial Teacher Education through to ongoing teacher professional learning in schools.

This volume concludes with an argument for turning the conversation from research as an ''add-on'' to something that can be, should be, and arguably is, a central feature of the everyday work of teaching. It aims to envision positive futures for the kinds of ''villages'' and ''worlds'' that may be possible when enabling meaningful and rich research with, for and by teachers.

This book was originally published as a special issue of the journal, Teaching Education.