When it comes to educational research and theory, there are two big problems:
First, there is just so much of it! Where on earth is a busy teacher supposed to start? And second, theory can be thought-provoking but it’s not always clear how we can actually use it in the classroom.
Many of us teachers know that these two problems can be the very thing that makes some professional development courses frustrating. Yes, we’re talking about the courses where you come away with an intimidating amount of reading recommendations, reports and findings from the latest research but with no clear idea of how or when you’ll use any of it to change positively your own practice.
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