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Building teachers’ research literacy: integrating practice and research

Building teachers’ research literacy: integrating practice and research
Building teachers’ research literacy: integrating practice and research

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.
Early career teacher, research literacy, university, sustainability
0267-1522
403-434
Evans, Carol
feb8235f-ae58-46ab-847e-785137d61131
Waring, Michael
68c69509-bf3e-4115-90db-4e7389387eac
Christodoulou, Andri
0a97820c-7e87-45d6-827a-d72fa1734d0a
Evans, Carol
feb8235f-ae58-46ab-847e-785137d61131
Waring, Michael
68c69509-bf3e-4115-90db-4e7389387eac
Christodoulou, Andri
0a97820c-7e87-45d6-827a-d72fa1734d0a

Evans, Carol, Waring, Michael and Christodoulou, Andri (2017) Building teachers’ research literacy: integrating practice and research. Research Papers in Education, 32 (4), 403-434. (doi:10.1080/02671522.2017.1322357).

Record type: Article

Abstract


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.

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evans waring and christodoulou 2017 RPiE first article - Accepted Manuscript
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More information

Accepted/In Press date: 18 April 2017
e-pub ahead of print date: 19 May 2017
Published date: 2017
Keywords: Early career teacher, research literacy, university, sustainability
Organisations: Centre for Research in Inclusion

Identifiers

Local EPrints ID: 411003
URI: http://eprints.soton.ac.uk/id/eprint/411003
ISSN: 0267-1522
PURE UUID: b1c51df4-4e29-4ad0-bd5c-23c70616ee00
ORCID for Andri Christodoulou: ORCID iD orcid.org/0000-0002-7021-4210

Catalogue record

Date deposited: 13 Jun 2017 16:31
Last modified: 22 Nov 2021 05:27

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Contributors

Author: Carol Evans
Author: Michael Waring

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