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oapen-20.500.12657-876512024-03-28T14:03:16Z Research Thinking for Responsive Teaching Willison, John Preservice teacher education Research skill development problem solving Models of engaged learning and teaching Digital literacy Blended learning Social media learning evidence-based decision-making decision-making in times of uncertainty action learning In-service teacher education Research thinking critical thinking educational development action research Online learning responsive and adaptive teaching instantaneous decision-making thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education This open access book examines the facilitation of pre-service and in-service educators’ research thinking that equips them to be responsive to the unfolding uncertainties of the 21st century, and to likewise prepare their own students. It addresses several key areas, including: articulating the contemporary need for research thinking across teacher education; showcasing diverse yet conceptually connected strategies that all use the Research Skill Development (RSD) framework; providing an explicit scaffolded approach; and extending knowledge of the 'Models of Engaged Learning and Teaching' (MELT) conceptual framework. This book also addresses the contemporary topics of social media for learning, digital literacy, education research as cultural work and formations of communities of practice, with cross-cutting themes of scaffolded development and formative assessment of research skills. It highlights how research thinking is not only vital for PST (Preservice Teachers), I-ST (In-Serivce Teachers) and university educators, but also models for them how to scaffold the research thinking of their own students. This book's use of the RSD, as a shared conceptual framework across the chapters, emphasises the overlaps between ways of thinking in the different learning areas in which education occurs, without masking the differences. Likewise, the interdisciplinary work that comprises Education is informed by the RSD conceptual framework as used in a variety of disciplines. Together, this use of RSD brings a strong sense of connectedness between PST, I-ST and university educators. This is an open access book. 2024-02-13T16:12:13Z 2024-02-13T16:12:13Z 2024 book ONIX_20240213_9789819966790_28 9789819966790 9789819966783 https://library.oapen.org/handle/20.500.12657/87651 eng SpringerBriefs in Education application/pdf n/a 978-981-99-6679-0.pdf https://link.springer.com/978-981-99-6679-0 Springer Nature Springer Nature Singapore 10.1007/978-981-99-6679-0 10.1007/978-981-99-6679-0 6c6992af-b843-4f46-859c-f6e9998e40d5 f9bb9a33-3aee-4a25-8542-c36420410650 0d0a287e-3b05-41c1-98cd-69a593c99d48 9789819966790 9789819966783 Springer Nature Singapore 140 Singapore [...] [...] University of Adelaide The University of Adelaide University of Calgary UCalgary open access
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This open access book examines the facilitation of pre-service and in-service educators’ research thinking that equips them to be responsive to the unfolding uncertainties of the 21st century, and to likewise prepare their own students. It addresses several key areas, including: articulating the contemporary need for research thinking across teacher education; showcasing diverse yet conceptually connected strategies that all use the Research Skill Development (RSD) framework; providing an explicit scaffolded approach; and extending knowledge of the 'Models of Engaged Learning and Teaching' (MELT) conceptual framework. This book also addresses the contemporary topics of social media for learning, digital literacy, education research as cultural work and formations of communities of practice, with cross-cutting themes of scaffolded development and formative assessment of research skills. It highlights how research thinking is not only vital for PST (Preservice Teachers), I-ST (In-Serivce Teachers) and university educators, but also models for them how to scaffold the research thinking of their own students. This book's use of the RSD, as a shared conceptual framework across the chapters, emphasises the overlaps between ways of thinking in the different learning areas in which education occurs, without masking the differences. Likewise, the interdisciplinary work that comprises Education is informed by the RSD conceptual framework as used in a variety of disciplines. Together, this use of RSD brings a strong sense of connectedness between PST, I-ST and university educators. This is an open access book.
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