“…They are both conceptual and affective, and include teachers’ knowledge of students, their beliefs and values, and their sense of identity and mission (Korthagen & Vasalos, ). Perhaps the closest description to what we mean is found in Wieser (), who draws on Foucault's notion of ‘care of the self’, arguing that reflection changes the teacher's ‘professional self’:In this reflection, a teacher addresses teaching experiences which she revisits, analyses and interprets. For this interpretation, experiences are partly translated into knowledge‐that, and a teacher may relate personal knowledge‐that to research knowledge and evidence, in an effort to develop practical knowledge for teaching.…”
Section: Research Can Inform Teachers’ Reflectionmentioning
confidence: 99%
“…Much rather, they are dedicated to the transformation of the professional self, which enables a teacher to address challenges experienced in teaching. (Wieser, , p. 7)…”
Section: Research Can Inform Teachers’ Reflectionmentioning
confidence: 99%
“…Wieser () explains the process by which research informs reflection, which ‘transforms… the professional self’. By interpreting previous experience through a research‐informed lens, teachers can make a commitment to change.…”
Section: Research Can Inform Teachers’ Reflectionmentioning
confidence: 99%
“…They are both conceptual and affective, and include teachers' knowledge of students, their beliefs and values, and their sense of identity and mission (Korthagen & Vasalos, 2005). Perhaps the closest description to what we mean is found in Wieser (2018), who draws on Foucault's notion of 'care of the self', arguing that reflection changes the teacher's 'professional self':…”
Section: Research Can Inform Teachers' Reflectionmentioning
Despite numerous efforts to align educational practice more closely with findings from educational research, there is little clarity about how educational practitioners can, in principle, use research. We propose a conceptualisation based on how research can contribute to practitioners’ thinking: specifically, our framework proposes that research can inform bounded decision‐making, teachers’ reflection and organisational learning. Practitioners can also use research without being aware that they are doing so. We argue that this conceptualisation of research use has potential to inform researchers and practitioners.
“…They are both conceptual and affective, and include teachers’ knowledge of students, their beliefs and values, and their sense of identity and mission (Korthagen & Vasalos, ). Perhaps the closest description to what we mean is found in Wieser (), who draws on Foucault's notion of ‘care of the self’, arguing that reflection changes the teacher's ‘professional self’:In this reflection, a teacher addresses teaching experiences which she revisits, analyses and interprets. For this interpretation, experiences are partly translated into knowledge‐that, and a teacher may relate personal knowledge‐that to research knowledge and evidence, in an effort to develop practical knowledge for teaching.…”
Section: Research Can Inform Teachers’ Reflectionmentioning
confidence: 99%
“…Much rather, they are dedicated to the transformation of the professional self, which enables a teacher to address challenges experienced in teaching. (Wieser, , p. 7)…”
Section: Research Can Inform Teachers’ Reflectionmentioning
confidence: 99%
“…Wieser () explains the process by which research informs reflection, which ‘transforms… the professional self’. By interpreting previous experience through a research‐informed lens, teachers can make a commitment to change.…”
Section: Research Can Inform Teachers’ Reflectionmentioning
confidence: 99%
“…They are both conceptual and affective, and include teachers' knowledge of students, their beliefs and values, and their sense of identity and mission (Korthagen & Vasalos, 2005). Perhaps the closest description to what we mean is found in Wieser (2018), who draws on Foucault's notion of 'care of the self', arguing that reflection changes the teacher's 'professional self':…”
Section: Research Can Inform Teachers' Reflectionmentioning
Despite numerous efforts to align educational practice more closely with findings from educational research, there is little clarity about how educational practitioners can, in principle, use research. We propose a conceptualisation based on how research can contribute to practitioners’ thinking: specifically, our framework proposes that research can inform bounded decision‐making, teachers’ reflection and organisational learning. Practitioners can also use research without being aware that they are doing so. We argue that this conceptualisation of research use has potential to inform researchers and practitioners.
“…We have recently joined others (including the Universities' Council for the Education of Teachers (UCET) and the University of Cambridge) in criticising the recent ITE reforms mentioned above on the grounds that they promote "identikit" teachers [38], deprofessionalise teachers' work, and "marginalise long-standing traditions of educational thought" [15]. By contrast, teachers who reflect upon their teaching along the lines just sketched, with a critical research-informed lens, are better able to make transformational changes to improve their own practice and the lives of their students [39,40]. Such reflexivity is a central brace of our work as teacher educators, including the focus here, on becoming informed educators.…”
Section: Embracing Research-based Prescriptions-becoming An Informed ...mentioning
We articulate the principles behind our practices as teacher educators for an Initial Teacher Education (ITE) provider in South-West England working in partnership with local schools. We position them as ‘braces’ that enable us not only to withstand but ‘embrace’ the challenges of the current policy environment, which imposes braces of its own. All ITE providers in England must present their curriculum and teaching plans for approval by the Department for Education, one of many significant changes to ITE required in England over the last decade. Furthermore, for such plans to be approved they must assume a model of schooling based on knowledge acquisition in tension with not only our own motivations but also a broader (global) conversation among teacher educators critical of policy priorities for schooling and professional teacher formation that prioritise success in high-stakes tests and international league tables. The braces/principles emerge through articulating our collective understandings of and concerns with the policy braces. Our principles connect to the processes we feel confident are necessary aspects of ‘becoming’ teachers and can hold our Post Graduate Certificate in Education (PGCE) together, going forwards. The braces—becoming an informed educator; becoming an ethical actor; becoming a reflective practitioner—have a distinctive form of reflexivity at their heart and should apply to everyone across our partnership: us, as university-based teacher educators; school-based colleagues; and pre-service teachers. We offer our approach and the braces/principles we have developed to others also struggling to reconcile their own notions of good teacher education with national policy imperatives.
Integration of research into teaching is a major area of interest in the field of higher education. Considerable work has been done on how staff and students view this integration, how it can be achieved in practice and how it might best be researched by scholars. However, relatively little research has considered how research‐informed teaching (RIT) impacts teachers’ own practice, in multi‐disciplinary contexts. We interviewed a purposive sample of 20 research‐active teachers from a range of disciplines, at an English University. Using the UK Professional Standards Framework (UKPSF), we mapped our findings of a thematic analysis, concluding that RIT impacts academic practice in a range of distinct and complex ways. Because of RIT, lecture design, delivery, assessments and student support activities have become more inquiry‐focused; study spaces have turned into collaborative learning contexts and classroom communications have become more comprehensible. For lecturers, RIT has helped create a professional identity and a closer engagement with continuous professional development. Based on our analysis, we argue that what makes these impacts possible is a set of characteristics—termed here the ‘RIT mindset’—that drives academics to voluntarily engage in pragmatic research‐teaching integrations to liberate students into real learning. We offer evidence for RIT impact and make visible how and why RIT impacts academic practice. We provide a caution that RIT happens only by design, and to make that design a reality, developing the RIT mindset may be critical.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
