Centre for Teaching Excellence

Written by David Neale, Evonne Smith, Loren Rolinska & Karen Russell

 

What is SERA and why does it matter for teachers?

SERA (the Scottish Educational Research Association) is a national network that brings together people involved in education across Scotland - teachers, school leaders, researchers, and others interested in improving practice. Its main purpose is to help share ideas, findings, and experiences that can support learning and teaching.

Just as Scotland has SERA, many other countries have their own national research associations. These groups are also connected to larger international networks such as:

• EERA – the European Educational Research Association
• AERA – the American Educational Research Association

These organisations hold conferences - usually once a year - where new research is presented, discussed, and debated. This is often the first place where researchers share their ideas before turning them into journal articles, book chapters, or other publications.

For teachers, this matters because the discussions that happen at these conferences help shape the evidence base that eventually informs policy, classroom practice, and professional learning. Researchers use feedback from peers and practitioners to refine their work, making it more relevant and useful for schools.

Being involved in SERA or attending its events can give teachers:

• Access to the latest research
• Opportunities to connect with others interested in similar issues
• A chance to share their own insights and experiences
• A way to contribute to national conversations about education in Scotland

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Bridging Research and Practice: Presenting at SERA 2025

In November 2025, Teacher Associates (TAs) from the Centre for Teaching Excellence (CfTE) had the opportunity to share our journey so far and connect with colleagues who share a passion for strengthening the link between research and classroom practice.

At SERA, we contributed to a symposium offering insight into the early developments of CfTE. We shared findings from the initial engagement phase, which highlighted key areas of interest and needs across the profession.

We also introduced the Teacher Associates role, explaining what it is we do and the vital role we will play in shaping the Centre as it continues to grow. TAs are practicing teachers in Scotland working with the CfTE to ensure our research output puts teachers first.

One of our key questions asked, ‘How can teachers’ voices be amplified to ensure research actively transforms classroom practice?’

 

Research-informed practice

As practicing teachers, we are aware of the multifaceted demands which are placed on teachers within the classroom. These pressures can make it tempting to seek ‘ready-made’ solutions to classroom-level issues, leaving us perplexed and frustrated when these approaches fall short of resolving our problems. During the SERA 2025 conference, Antti Saari’s keynote speech on the topic of Accidental Miracle? Genealogical Remarks on Governing Teacher Expertise in Finland exemplified the unique ways in which national education systems and pedagogical attitudes are shaped by a country’s historical experiences and context. Educational systems and practices are deeply rooted in a nation’s wider social attitudes and cultural development over time. This conversation exemplified why ‘ready-made’ classroom ‘solutions’ often fail: they were not designed for the Scottish classroom, our educational culture, our social attitudes, or our children.

Part of CfTE’s work includes facilitating practitioner enquiry with classroom teachers, providing opportunities for educators to engage critically with a wider body of peer-reviewed research and to explore approaches that address the issues they face within their own practice. As Teacher Associates, we are positioned within both the Scottish university and school systems, enabling us to serve as a bridge between research and practice.

Our approaches to Communities of Practice and Research Practice Partnerships will enable us to bring teachers and researchers together across a wide range of educational interests to empower teachers through engagement with sound, research-based evidence and enquiry.

 

Networking and next steps

The SERA conference was an excellent networking experience, allowing us to connect with professionals from across the sector, exchange ideas and begin to cultivate relationships to advance the Centre’s work. It was inspiring to see researchers and university-based teacher educators working together and sharing a commitment to improving learner outcomes. Our conversations sparked fresh possibilities for future research-practice partnerships, a central aim of the Centre, and we look forward to what may emerge from these connections.

Attending and presenting at the SERA conference led us to reflect on some points that we are keen to explore as the Centre continues to develop:

• What role should – or could – research have in shaping collaborative practice amongst teachers?
• How might connecting with teachers beyond your immediate setting expand your perspective and inform your classroom practice?

 

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First published: 12 February 2026