Research informed teaching in a global pandemic: Opening up schools to research
Connolly, Cornelia Hall, Tony Jones, Sarah-Louise Procter, Richard
Connolly, Cornelia
Hall, Tony
Jones, Sarah-Louise
Procter, Richard
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Publication Date
2020-06
Type
Book chapter
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Citation
Connolly, Cornelia, Hall, Tony, Jones, Sarah-Louise, & Procter, Richard. (2020). Research informed teaching in a global pandemic: Opening up schools to research. In Richard E. Ferdig, Emily Baumgartner, Richard Hartshorne, Regina Kaplan-Rakowski, & Chrystalla Mouza (Eds.), Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field. Waynesville, USA: Association for the Advancement of Computing in Education (AACE).
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.
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Publisher
Association for the Advancement of Computing in Education (AACE)
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Attribution-NonCommercial-NoDerivs 3.0 Ireland