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Building teachers’ research literacy: integrating practice and research

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journal contribution
posted on 07.07.2017 by Carol Evans, Michael Waring, Andri Christodoulou
Supporting early career teacher (ECT) research literacy is essential in promoting research-integrated professional practice, however it remains an area in much need of development. This article discusses the importance and process of developing ECTs’ research literacy, through establishing strong collaborative links between universities and practising teachers in schools. It is located within an English policy and educational context in which the role of higher education and schools in teacher education has been substantially altered in recent times. Two programmes, the NQT and Beyond and Developing Resilience in Learning and Teaching, are used to illustrate how ECTs can actively engage in and with research as they enter the teaching profession, and thus develop their research literacy. The design principles of these projects are used to demonstrate the potential of how a research-informed pedagogical framework based on the Personal Learning Styles Pedagogy, aspects of self-regulation and resilience, can facilitate research-informed learning and teaching. In supporting ECTs’ research literacy, universities, in collaboration with schools, play an important role in supporting the sustainability of research and in enabling teachers to connect their own practice with the broader body of research knowledge. Teacher and pupil ownership of research is crucial in developing research-integrated learning.

History

School

  • Sport, Exercise and Health Sciences

Published in

Research Papers in Education

Volume

32

Issue

4

Pages

403 - 423 (21)

Citation

EVANS, C., WARING, M.J. and CHRISTODOULOU, A., 2017. Building teachers’ research literacy: integrating practice and research. Research Papers in Education, 32 (4), pp. 403-423.

Publisher

© Taylor & Francis

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Acceptance date

18/04/2017

Publication date

2017-05-19

Notes

This is an Accepted Manuscript of an article published by Taylor & Francis in Research Papers in Education on 19 May 2017, available online: http://www.tandfonline.com/10.1080/02671522.2017.1322357.

ISSN

0267-1522

eISSN

1470-1146

Language

en

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