Building teachers’ voices on teaching in a research-informed teaching course
Bibliographic Data
| ID | 21494426 |
|---|---|
| Authors | A Badia (0000-0003-1294-8061, Universitat Oberta de Catalunya, corresponding author), Teresa Segués (Universitat de Vic - Universitat Central de Catalunya), Sandra Soler Campo (0000-0002-5560-1415, Universitat de Barcelona) |
| Year | 2022 |
| Volume | 48 |
| Issue | 3 |
| Pages | 274-286 |
| Publication date | 2022-05-27 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2021.1992252 |
| OpenAlex | W3212298409 |
| Language | EN |
| Citations received | 2 |
| References cited | 27 |
This study aims to understand the extent to which 56 teachers developed new academic-based voices about teaching in the context of a research-informed teaching course. The empirical evidence consisted of a set of 228 short reports written by participants on the course. Each report reflects a fragment of knowledge acquired by a teacher and includes four sections: the source of research information, the verbatim text extracted from research, its perceived usefulness, and the type of curriculum content. Each written report was considered a thematic unit of analysis, and data were analysed with qualitative and quantitative methods. Findings showed a wide variety of sources and features of academic information acquired by teachers, teachers’ differing purposes in using this information, and various curriculum-related contents. The findings also revealed three main types of teachers’ academic-based voices, which we have labelled theory-informed voice, practice-informed voice, and educational-tool-informed voice. The study demonstrates that each teachers’ voice was distinctly used in each identified curriculum content
Content analysis · Curriculum · Mathematics education · Pedagogy · Qualitative research · Sociology · Teaching method · Thematic analysis · Computer Science · Education and Teacher Training · Educational Assessment and Improvement · Psychology · Teacher Education and Leadership Studies
Barriers and conditions for teachers’ utilisation of academic knowledge
Speech Genres and Other Late Essays
Connecting research and professionalism in teacher education
A dialogical self approach to the conceptualisation of teacher-inquirer identity
I research, you research
Inductive and Deductive
Research based teacher education
Renaming experience/reconstructing practice
What influences teachers’ “buy-in” of research? Teachers’ beliefs about the applicability of educational research to their practice
Curriculum, standards and professionalisation
A dialogical approach to conceptualizing teacher identity
How do teachers understand research when they read it
Building teachers’ research literacy
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |