Educational Research Literacy
Philosophical Foundations and Empirical Applications
Bibliographic Data
| ID | 19541237 |
|---|---|
| Authors | Kim Pedersen Phillips (University of Inland Norway), Andreas Eriksen (0000-0001-7229-6902, Metropolitan University), Sølvi Mausethagen (0000-0003-1256-333X, Metropolitan University) |
| Year | 2023 |
| Volume | 13 |
| Issue | 1 |
| Publication date | 2023-12-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Professions and Professionalism (JOURNAL) |
| Journal identifiers | ISSN: 1893-1049 • E-ISSN: 1893-1049 |
| Publisher | OsloMet - Oslo Metropolitan University (PUBLISHER) |
| DOI | 10.7577/pp.5307 |
| OpenAlex | W4389547716 |
| Language | EN |
| References cited | 11 |
The paper offers a novel philosophical perspective on how research literacy should be conceptualised in the educational domain. Standard accounts of teacher research literacy consider it merely a subset of the skills of an educational researcher. Therefore, the accounts largely ignore the need to anchor or embed the mode of engagement with research in the particular demands of the professional role. By contrast, we argue that a virtue-based account of the epistemic agency involved in receiving testimony can help deliver a normatively attractive and empirically plausible account that is tailored to the role. We support the account with an original in-depth analysis of actual teacher engagement with research
Educational research · Empirical research · Engineering ethics · Epistemology · Literacy · Pedagogy · Sociology · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Neuroblastoma Research and Treatments · Philosophy
Salvaging science literacy
English Language Teachers' Conceptions of Research
The Research Literacy of Professionals
The Myth of Research‐based Practice
How teachers and researchers read academic articles
What influences teachers’ “buy-in” of research? Teachers’ beliefs about the applicability of educational research to their practice
Building teachers’ research literacy
New middle-class values and context
The Public Understanding of What? Laypersons’ Epistemic Needs, the Division of Cognitive Labor, and the Demarcation of Science
Linking Theory and Practice
| Citation velocity | historical |
|---|---|
| Highly cited | No |