For well developed examples of software which supports mapping professional knowledge see NICE Pathwaysand the subscription only site Map of Medicine Healthguides which were developed by doctors training doctors. Note the A-Z index used. An A-Z approach is being developed for the MESHGuides initiative.

An analysis of UK initial teacher training texts indicates thousands of concepts will in time form the MESH A-Z. These are the concepts which those new to teaching are expected to understand and apply. Other forms of professional knowledge for teaching such as subject specific pedagogical content knowledge and the specific knowledge of learners and their characteristics add thousands more concepts. Wikipedia provides an example of how easily searchable a large database can be and those familiar with the development of Wikipedia know that over time and through collaborative effort to pool knowledge a high quality result can be achieved. These initiatives provide inspiration for MESH and models to follow.


A special edition of the Journal of Education for Teaching Volume 41 No 5 was published in autumn 2015. This provides perspectives about the value, impact and form of translational research which the MESHGuides offer from different countries.

The work which led to the development of the MESH system builds on a considerable body of work in different areas:

– Evidence-informed policy and practice work commissioned by the UK Government (1997-2010) eg on systematic reviews in education, on the place of RCTs, on areas of teacher knowledge.

– Forms of Teacher Knowledge

– Knowledge Management systems

– School Improvement systems

– Teachers as researchers: ensuring reliability and validity of action research

Below are a selection of articles/books providing further references to the history of development and thinking underpinning this initiative. The references in each of these show the foundations on which the ideas have been built. There are of course many other texts relevant to the issues addressed by MESH and these will be added over time.

Arthur, J. , Waring, M., Coe, R., Hedges, L.  (2012). Education Research: Methods and Methodologies.London: Sage.

Barber, M. and Mourshed, M. (2007). How the world’s best-performing school systems come out on top.London: McKinsey and Company.

Hargreaves, D.H. (1996) Teaching as a research-based profession: possibilities and prospects, Teacher Training Agency Annual Lecture 1996. London: Teacher Training Agency.

Hennessey, S. (2014) Bridging between research and practice: Supporting professional development through collaborative studies of classroom teaching with interactive whiteboard technology.Rotterdam: Sense Publishers.

Hillage, J., Pearson, R., Anderson, A., and Tamkin, P. (1998) Excellence in Research in Schools. London: Department for Education and Employment/Institute of Employment Studies.

Leask, M. (1988) Teachers as evaluators: a grounded approach to project evaluation. MPhil thesis. Cambridge Institute of Education. This thesis presents findings on the research on the reliability and validity of the work of teacher-researchers.

Leask, M., Procter, R., Jones, S. and Younie, S. (2012). Building the evidence base for practice in education – options for international collaboration drawing on successful medical models. Paper presented at the European Conference on Educational Research as part of the symposium, ‘Building a research agenda for teachers education futures’, September 2012, Cadiz.

Leask, M., (2011) Improving the Professional Knowledge Base for Education: using knowledge management and Web 2.0 tools. Policy Futures in Education, 9(5), 644-660.

McIntyre, D. and McIntyre, A. (1999). Capacity for Research into Teaching and Learning. Final report to ESRC Teaching and Learning Programme. Cambridge: School of Education, University of Cambridge.

Oakley, A. (2003). Research Evidence, Knowledge Management and Educational Practice: Early lessons from a systematic approach. London Review of Education, 1(1), pp.21-33.

OECD. (2009). Creating effective teaching and learning environments: First results from TALIS. Paris: Organization for Economic Co-Operation and Development.

Preston, C. and J. Cuthell (2011) MirandaMods: from practice to praxis in informal professional learning context. Research on e-learning and ICT in Education: Technological, Pedagogical and Instructional Issues.Springer.

Procter, R. (2014). Teaching as an evidence informed profession: knowledge mobilisation with a focus on digital technology,  Phd thesis, University of Bedfordshire.

Tooley, J. and Darby, D. (1998). Educational research: a critique. A survey of educational research. London: Office of Standards in Education.

Rogers, E. (1983) Diffusion of innovations. New York Free Press.

Whitty, G. (2007). Education(al) research and policy-making. In L. Sauders (ed.) Educational Research and Policy Making. London: Routledge.

Younie, S. and Leask, M. (2013) National models for continuing professional development: the challenges of twenty-first-century knowledge management. Professional Development in Education.