In their work, Lingard and McNamara (2010) argue that teaching is both a research-informed and research-informing profession. It is so because teachers simultaneously act as interpreters and objects of research. It means that research is considered an integral element of educators’ practice.
We will write a custom Assessment on Teaching as a Research-Informed and Research-Informing Profession specifically for you
807 certified writers online
There is no doubt that the issue by Lingard and McNamara (2010) is of importance for the field. The rationale behind this claim is that establishing an adequate and productive relationship between teaching and research will result in some benefits for the two. On the one hand, research activities generate sufficient and credible knowledge that helps practical educators improve their professional skills and approaches. On the other hand, teaching activities serve as the source of material for research works. Studies’ authors rely on education practitioners to solve scientific questions and test their hypotheses. Consequently, this information demonstrates that research and teaching are mutually beneficial.
Furthermore, it is possible to mention that the issue above is relevant to me as an education practitioner. For example, if I start working with unmanageable children, it will be useful to rely on the existing scientific evidence that can offer solutions to this case. It denotes that research can modify and improve my professional behavior to make students achieve more successful outcomes. The source by Lingard and McNamara (2010) is also relevant to me because these scientists show that I am free to participate in research activities irrespective of the fact that I am an education practitioner. It denotes that I should develop a mutually dependent relationship with the research field. It is so because existing knowledge can make me a better professional, while my scientific contributions can enrich this sphere.
Lingard, B., & McNamara, O. (2010). Teaching as a research-informed and research-informing profession. In A. Campbell & S. Groundwater-Smith (Eds.), Connecting inquiry and professional learning in education: International perspectives and practical solutions (pp. 26-39). Routledge.