RESEARCH

Background to CIDER

Recently staff interest and involvement in research has increased, as has the recognition of a need for quality research to further improve student and teacher learning, prompting discussions which led to the foundation of CIDER in 2009.

BUSEL, as a premier teaching and learning institution, seeks the integration of training and research as a means of adding value to its core activity.

CIDER actively fosters inquiry and research for individual and institutional learning, providing direction for experienced staff and a source of ideas and inspiration for the BUSEL community as a whole.

Philosophy

CIDER’s mission is to ‘foster community-based, inquiry-led, individual and institutional learning to enhance knowledge in the profession and teaching excellence, in line with BUSEL's mission, by actively supporting and providing opportunities for teacher development, teacher education and research.’

In our view, research, whether formal or informal, is integral to the development and sustainability of teacher knowledge, teaching excellence, school improvement and student learning; both research by teachers and research for teachers inform an individual’s career-long process of professional development.

Research by teachers

We believe it is important for teachers to ask questions and seek answers relevant to their teaching practices and classroom context, and for the home institution to provide opportunities for teachers to consider such questions in a structured and attentive manner. CIDER encourages and supports teachers in this process through one-on-one support, research issues tables, seminars and formal courses.

Research by teachers, in the form of action research, exploratory practice, or other classroom-based research techniques, may be personally meaningful for the teacher concerned, be of benefit to teaching colleagues, or make contributions to the broader field of education.

Inquiry-based research of this type aims to be principally of benefit to teachers in meeting their day-to-day professional challenges and enhancing student learning.

Research for teachers

We believe that formal research, in education in general or language teaching in particular, contributes to a deeper understanding of key issues in the professional community and informs pedagogy.

Research of this type encompasses techniques used in ‘research by teachers’ and more traditionally recognised research paradigms. It entails studies of a corroborative or innovative nature, generally longer in conception; is subject to validity requirements of the paradigm chosen; and makes a contribution to knowledge, which may or may not be immediately applicable to a classroom.

Community-based learning

Creating a ‘community of learning’ through research based on collaboration, sharing and support in organisational settings enhances the effectiveness of learning and contributes to further professional development.

Inquiry-based learning

Questioning and critical reflection on aspects of professional practice contributes to individual learning and organisational learning. Research generated by inquiry of this type, both formal and informal, informs important pedagogical decisions at the level of individual students and teachers, and the institution as a whole.

Individual and institutional learning

Individual and institutional learning is mutually beneficial, and, as part of a life-long process, enriches teachers and teaching. CIDER encourages the provision of supportive spaces for teachers’ individual learning. Learning organisations generate such opportunities and, in so doing, are shaped by individuals and their learning.

Knowledge in the profession

CIDER is committed to enhancing pedagogical knowledge in the profession, nationally and internationally, through the dissemination of research findings in the form of conference presentations, and publication in articles, digests, journal, and books.

Teaching excellence