by Megan Stephenson (Editor), Angela Gill (Editor), Ed Podesta (Editor)
The Research-Informed Educator supports teachers in developing their professional identity and practice through engagement with research and evidence. It helps both new and experienced educators look beyond the pressures of recent policy demands about what teachers should know and do. The book aims to challenge and re-balance the recent "evidence-turn" in teacher training and development.
The chapters cover the career path of a teacher, introducing and developing key concepts and issues related to research and practice. Concepts such as the nature of evidence, the role of theory and experience, and the significance of professional identities and values are explored through practical engagement with issues teachers face in their work.
Each chapter is written by an experienced teacher now working in teacher education, drawing on shared knowledge of how teachers best engage with research. The book is designed to support practitioners in understanding how their relationship with evidence may change, as they gain experience and take on new professional roles.
Author Biography
Megan Stephenson is an Associate Professor in Primary Education at Leeds Trinity University, with over 20 years of school teaching experience. She has co-authored books for teachers and trainees, focusing on writing, phonics, and professionalism.
Angela Gill is an Associate Professor at Durham University and Deputy Director for the Centre for CPD and Outreach. She has over 20 years of primary school teaching experience. Angela has written and edited widely on Primary English and the wider curriculum, presented at national conferences, and organised training events for student teachers.
Ed Podesta is an Associate Professor in Secondary Education at Leeds Trinity University. Formerly a secondary History teacher, he has worked in higher education since 2015, leading the Secondary PGCE and teaching at undergraduate and MA levels. He is currently completing a PhD at the University of Leeds on teacher autonomy and curriculum agency.