Research-Informed Teaching in a Global Pandemic: “Opening Up” Schools to Research during COVID-19

Connolly, Cornelia; Hall, Anthony; Jones, Sarah; Proctor, Richard

Abstract

In the last decade, teacher research has grown in importance across the three i’s of the teacher education continuum: initial, induction and in-service. This has been brought into even starker relief with the global spread of COVID-19. 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 project, BRIST, which is developing technology to coordinate and support teacher-research at a European level.

Citation

Connolly, C., Hall, A., Jones, S., & Proctor, R. (2020). Research-Informed Teaching in a Global Pandemic: “Opening Up” Schools to Research during COVID-19. 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). Association for the Advancement of Computing in Education (AACE)

• Publication Date: 2020
• Deposit Date: Nov 3, 2021
• Publicly Available Date: Jan 11, 2022
• Pages: 609-616
• Book Title: Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field.
• ISBN: 9781939797490
• Public URL: https://hull-repository.worktribe.com/output/3867142
• Publisher URL: https://www.learntechlib.org/p/216903/
• Contract Date: Nov 1, 2020