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Research-Informed Teaching in a Global Pandemic: "Opening up" Schools to Research

Connolly, Cornelia; Hall, Tony; Jones, Sarah-Louise; Procter, Richard

Authors

Cornelia Connolly

Tony Hall

Richard Procter



Contributors

Richard E. Ferdig
Editor

Emily Baumgartner
Editor

Richard Hartshorne
Editor

Regina Kaplan-Rakowski
Editor

Chrystalla Mouza
Editor

Abstract

The teacher-research agenda has become a significant consideration for policy and professional development in a number of countries. Encouraging research-based teacher education programmes remains an important goal, where teachers are able to effectively utilize educational research as part of their work in school settings and to reflect on and enhance their professional development. In the last decade, teacher research has grown in importance across the three i’s of the teacher learning continuum: initial, induction and in-service teacher education. This has been brought into even starker relief with the global spread of COVID-19, and the enforced and emergency, wholesale move to digital education. Now, perhaps more than ever, teachers need the perspective and support of research-led practice, particularly in how to effectively use Internet technologies to mediate and enhance learning, teaching and assessment online, and new blended modalities for education that must be physically distant. The aim of this paper is to present a number of professional development open educational systems which exist or are currently being developed to support teachers internationally, to engage with, use and do research. Exemplification of the opening up of research to schools and teachers is provided in the chapter through reference to the European Union-funded Erasmus + project, BRIST: Building Research Infrastructures for School Teachers. BRIST is developing technology to coordinate and support teacher-research at a European level.

Citation

Connolly, C., Hall, T., Jones, S., & Procter, R. (2020). Research-Informed Teaching in a Global Pandemic: "Opening up" Schools to Research. In R. E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (609-616). Waynesville: Association for the Advancement of Computing in Education

Acceptance Date Jun 3, 2020
Online Publication Date Jun 15, 2020
Publication Date Jun 15, 2020
Deposit Date Jun 16, 2020
Publicly Available Date Nov 23, 2020
Publisher Association for the Advancement of Computing in Education
Pages 609-616
Book Title Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field.
Chapter Number K-16 Educator Professional Development
Keywords teacher-research; digital education; transformative; professional development
Public URL https://hull-repository.worktribe.com/output/3515634
Publisher URL https://www.learntechlib.org/p/216903/
Additional Information Co-authored:

Cornelia Connolly, NUI Galway, Ireland
Tony Hall, NUI Galway, Ireland
Sarah-Louise Jones, University of Hull, UK
Richard Procter, Education Futures Collaboration, UK

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