This study investigates the notion of ‘inspiring’ teaching. It arose from headteachers’ suggestions that schools nominate a number of ‘inspiring’ teachers so that their practice could be studied and the results shared across the participating schools.
The main aim of the research was to provide robust new evidence about both inspiring teachers and inspiring teaching from different perspectives to increase understanding of these widely used but elusive and often poorly defined concepts.
This report draws primarily on the academic study, with contributions from the practitioner study. There was remarkable consistency of message between the findings of the two phases of research with the academic study offering much deeper detail and explanation due to the nature of the smaller sample and in-depth mixed methodology that it applied. For this reason the findings from the academic study provide the structural framework and the majority of content for this report.
This report considers the views of a group of inspiring teachers on what it means to have this label – what is an inspiring teacher? The next section, provides some examples of the features of inspiring practice drawn from a series of qualitative observations conducted in classes taught by the inspiring teachers that took part in the research. Features of inspiring practice investigates the pupils’ perspectives and views about their teachers, based upon both qualitative observations and questionnaires. Finally the report considers whether inspiring teachers are also effective teachers, using two systematic observation schedules. The results clearly confirm that the sample of inspiring teachers studied here do indeed show very strongly the features of effective practice identified in the literature and captured by both the quantitative instruments. The results take us further forward by triangulating different sources of evidence to show also what helps to distinguish the notion of ‘inspiring teaching’.
This study investigates the notion of ‘inspiring’ teaching. It arose from headteachers’ suggestions that schools nominate a number of ‘inspiring’ teachers so that their practice could be studied and the results shared across the participating schools.Download now
We were delighted to host the UK’s Special Envoy on Gender and Equality, Alicia Herbert OBE, as part of her visit to Rwanda to attend the Rwandan government-led Women Deliver summit. On the second day of her visit, Ms Herbert visited our Building Learning Foundations (BLF) Programme to observe a girls' club activity at GS Mburabuturo, a government school located in Kigali.
Globally, there are 70.8 million forcibly displaced persons. Among these are 25.9 million refugees, over half of whom are children. Effective teacher management is key to ensuring inclusive, equitable, quality education for these young people, and teachers constitute the most important factor affecting student learning.
Following Covid-19-related school closures across Rwanda, our Building Learning Foundations team commissioned an inequity impact assessment of the country’s primary-age school population to investigate how children from different backgrounds and contexts have fared during the period of closures, and to inform plans for school reopening.