Abstract
The purpose of this chapter is to support teacher educators’ professional learning around research literacy in a way that enables them to explicitly model to teachers the interplay between research, theory and practice. Explicit modelling is a signature pedagogy of teacher educators, yet often teacher educators do not link practice with research or theory when they model. Narratives of experiences ‘on the ground’ in teacher education area helpful resource for unpacking the theory behind teacher educators 'practice. Exemplar material demonstrates how specific narratives can be opened up and reveals the benefits of using theory to interrogate practice. Provocations and suggestions are provided to show how narratives of practice can be explored using educational theories and research in order to learn and develop practice. This professional learning can support teacher educators’ work of developing teachers’ research literacy.
| Original language | English |
|---|---|
| Title of host publication | Developing Teachers’ Research Literacy. International perspectives |
| Editors | Pete Boyd, Agnieszka Szplit, Zuzanna Zbróg |
| Place of Publication | Krakow, Poland |
| Publisher | Wydawnictwo LIBRON |
| Chapter | 7 |
| Pages | 165-190 |
| Number of pages | 25 |
| ISBN (Electronic) | 978-83-66269-97-2 |
| Publication status | Published - 2021 |
Keywords
- explicit modelling; research-informed practice; educational theory; teacher educator