Eliciting student teacher’s views on educational research to support practice in the modern diverse classroom: a workshop approach

IF 2.5 Q1 Social Sciences Higher Education Pedagogies Pub Date : 2018-01-01 DOI:10.1080/23752696.2018.1498748
E. McCartney, H. Marwick, G. Hendry, Erin C. Ferguson
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引用次数: 3

Abstract

ABSTRACT Teachers’ professionalism includes using educational research to support their work in the modern diverse classroom. Student teachers’ views as they enter the profession are therefore important. Within a Higher Education Academy social science priority research strand, ‘Supporting research-informed teacher education in a changing policy environment’, this study developed workshops to ascertain student teachers’ views on educational research, preparing materials suitable for primary and secondary sectors. These could be updated, and used by other higher education courses. Face-to-face or email workshops asked participants about their current uses of educational research, and to read and comment upon one policy research extract and one ‘what works’ research review. Small-scale piloting suggested the workshops readily elicited views, and students identified some personal changes following participation. Participants were generally unfamiliar with the principles of ‘what works’ research. Thematic analysis suggested students considered educational research was often inaccessible, but wanted accessible research to inform their practice.
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启发学生教师对教育研究的看法,以支持现代多元化课堂的实践:工作坊方法
摘要教师的专业精神包括利用教育研究来支持他们在现代多样化课堂中的工作。因此,学生教师在进入职业生涯时的观点非常重要。在高等教育学院社会科学优先研究领域“在不断变化的政策环境中支持基于研究的教师教育”中,这项研究开发了研讨会,以确定学生教师对教育研究的看法,并准备适合中小学部门的材料。这些可以更新,并被其他高等教育课程使用。面对面或电子邮件研讨会询问参与者目前对教育研究的使用情况,并阅读和评论一份政策研究摘要和一份“什么有效”的研究综述。小规模试点表明,研讨会很容易引发人们的看法,学生们在参与后发现了一些个人变化。参与者通常不熟悉“什么有效”研究的原则。专题分析表明,学生们认为教育研究往往是不可访问的,但希望可访问的研究能为他们的实践提供信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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