Description of the Project


DescriptionFor Europe to become a knowledgeable society, where flexibility and innovative thinking are important, we have to rethink education.

According to the OECD, evidence based teaching is the future in education. If so, educators will have to learn to reflect upon their own practice and to use evidence based knowledge to support each student in developing his/her talents. The consortium recognises that the principal reason why evidence based teaching doesn't happen is the current lack of a frame of reference and practical tools. Hence the importance of developing a professional frame of reference and associated practical tools.

LINPILCARE aims to LINk Practitioner Inquiry via effective Professional Learning Communities (PLC) with the results of Academic Research, in order to support teachers and schools in moving towards evidence based teaching. To achieve this, the project will establish a common conceptual frame of reference (CCFR) which, in turn, will be supported by the development and dissemination of practical tools via Inservice Training (IST) modules and valorized courses.

Practitioner Inquiry: The consortium has drawn upon evidence that practitioner inquiry promotes deeper reflection about teacher identity, increases teachers' knowledge, enhances the understanding of students, increases data literacy, fosters teachers' empowerment and the transformation of practice. Above all, it also has a positive influence on the enhancement of students’ learning. Thus, the findings confirm the importance of practitioner inquiry as the first step towards the development of evidence based teaching thereby illustrating the power practitioner inquiry offers educators interested in developing innovative teaching and learning.

Access to Academic Research: The project will encourage practitioners to check their findings of their inquiry with extant academic results. The consortium has evidence from Lebak and Tinsley (2010) that this works. They found that teachers engaged in practitioner inquiry, they consulted results of academic research, they shared their findings in professional dialogues and the result was that they changed their pedagogical approach to teach more student centred.

Professional Learning Communities (PLC): Collaborative working via professional dialogue in PLC's is central to teacher learning and the enhancement of student learning. (Lomos 2011, Hattie 2012, Jäppinen 2013). Protocols in PLC's make that things happen and lead to action by practitioners. To ensure that PLC's are effective, the project will utilise the results of research of Helen Timperley (2008). In doing so, LINPILCARE recognises the importance of taking into account the differences in cultures, habits and languages between the different partners.

LINPILCARE will commit to the development of the CCFR, associated toolboxes (containing instruments, protocols, materials, case studies and ease of access to results of academic research) and make them available in the languages of all partners. To disseminate the content of the project, LINPILCARE will also develop IST modules, recognized LRN IST courses and international IST courses. LINPILCARE works, via the partners, the "associated schools" and teachers from all the participating countries to achieve the aims of the project and to support practitioners in maximising evidence based teaching and learning.


1 1 1 1 1 Rating 0.00 (0 Votes)
Hits: 4582