Eliciting student teachers' views on educational research to support practice in the modern diverse classroom: a workshop approach

Elspeth McCartney, Helen Marwick, Gillian Hendry, Erin C. Ferguson

Research output: Contribution to journalArticle

Abstract

Teachers’ professionalism includes using educational research to support their work in the modern diverse classroom. Student teachers’ views as they enter the profession are therefore important. Within a Higher Education Academy social science priority research strand, ‘Supporting research-informed teacher education in a changing policy environment’, this study developed work- shops to ascertain student teachers’ views on educational research, preparing materials suitable for primary and secondary sectors. These could be updated, and used by other higher education courses. Face-to-face or email workshops asked participants about their current uses of educational research, and to read and comment upon one policy research extract and one ‘what works’ research review. Small-scale piloting suggested the workshops readily elicited views, and students identified some personal changes following participation. Participants were generally unfamiliar with the principles of ‘what works’ research. Thematic analysis suggested students considered educational research was often inaccessible, but wanted accessible research to inform their practice.
LanguageEnglish
Pages342-372
Number of pages31
JournalHigher Education Pedagogies
Volume3
Issue number1
DOIs
Publication statusPublished - 13 Sep 2018

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educational research
student teacher
classroom
primary sector
secondary sector
education
research policy
teacher
academy
student
social science
profession
participation

Keywords

  • teacher education
  • student views
  • educational research
  • diversity

Cite this

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Eliciting student teachers' views on educational research to support practice in the modern diverse classroom: a workshop approach. / McCartney, Elspeth; Marwick, Helen; Hendry, Gillian; Ferguson, Erin C.

In: Higher Education Pedagogies, Vol. 3, No. 1, 13.09.2018, p. 342-372.

Research output: Contribution to journalArticle

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