Claire is a Science Teacher and Teacher Researcher based at Homewood School and Sixth Form Centre, Tenterden, Kent. She is in her sixth year of teaching science. In the last two years she has been helping the senior leadership team by developing the role of teacher researcher. One of the primary goals of this role is to support the School Improvement Plan.
The focus of her research work at Homewood is in developing methodologies and a research framework to evaluate the complex interventions that occur in schools and classrooms.
Homewood is a large Secondary academy in rural Kent. The new post of teacher researcher was first created here in 2013, as a part time role, in conjunction with my existing role as Science teacher and PhD student. It has the full support of my principal, Sally Lees, who has a vision of Homewood as a school that has evidence based practice as its foundation, and practitioner led research embedded in its staff development. This article explores the use of methodology and philosophical worldview in shaping the tasks and responsibilities of a teacher researcher.
John Dewey, probably the most influential of all American philosophers, was born in Vermont in 1859. After graduation from the University of Vermont he received a PhD from The John Hopkins University and taught at a number of major universities, gaining an international reputation for his contribution to the pragmatic approach to philosophy (Dewey, 1938).
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