Welcome to Innovate Journal!
Innovate Journal restarted and rebooted in 2017.
Over the course of three years, Innovate Journal has grown to reach 10,000+ teachers worldwide; primary schools, secondary schools, FE and universities. It shares and publishes teacher-led research inquiries to help build a research-informed community. As a form of CPD, teachers writing for the journal can conduct their own small-scale inquiries over an academic year as the publication is structured to guide teachers through the research process. By this I mean:
Our design, layout and format has been curated to encourage teachers to read research, by teachers. It has been structured to allow teachers to understand some of the key steps when conducting your own research inquiry. In the third year of publishing, we have moved away from this structure as we received more content that did not need the three part structure. As an avid reader of educational journals, I was always taking away ideas in to the classroom. But what I noticed was a lack of reading of research from my colleagues, so much so ‘educational researchers write mainly for one another in their countless academic journals, which are not to be found in the school staffroom’ (Hargreaves, 1996: 3). In hopes to get more research in the staffroom, I wanted to create a teacher-research journal that grabbed teachers attention and maintained their interest. I wanted the content to be easily digestible and applicable to the classroom. As McAleavy states ‘published educational research simply does not provide comprehensive answers to many of the issues that teachers face on a daily basis’ (McAleavy, 2016: 25). Here, I feel Innovate Journal can provide a few answers that can be applicable to practice, especially as our writers are teaching-practitioners and at times academic who work alongside teachers.
Below is 100 questions to consider when you undertake your own small-scale research. Before you start this process, consider and identify an area of your teaching practice that you would like to understand further, improve or change. Zoom in, zoom out and take your first steps as a teacher-researcher!
(MTeach, PGCE, BA (Hons))
Meera has worked as an English, Media and Film Studies teacher for 5 years, and has spent 4 years as Research Lead. She has achieved an MTeach from Institute of Education, UCL; the focus of her MTeach was the role of talk in the English classroom. This focus later developed when she became an Associate Researcher at Children’s Research Centre (CRC), Open University. Meera continues to research the role of talk in the classroom, exploring the dialogic teaching and learning space is passion of hers. With her work with CRC, Meera is beginning to explore the role students in research: How can students be included in educational research? What can students add to to teacher-research? How can we (teachers) build researching communities at school?