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Division H International Committee Symposium. Bridging the Research-Practice Gap: Interdisciplinary Approaches to Teachers' and Schools' Engagement With and in Research
Sun, April 16, 11:40am to 1:10pm CDT (11:40am to 1:10pm CDT), Chicago Marriott Downtown Magnificent Mile, Floor: 4th Floor, Armitage - Avenue BallroomSession Type: Symposium
Abstract
This symposium offers a global, ‘state-of-the-art’, picture of research-informed educational practice (RIEP), drawing from five current studies addressing how to foster teachers’ engagement with academic research. These studies are uniquely framed, offering insight into RITP by exploring a variety of levels and perspectives; drawing on systems theory, sociological, psychological and leadership perspectives. While numerous studies have posited ways forward for RITP, it is clear that fostering it is truly complex and challenging business. In response, the session provides clear implications with practical propositions and ways forward, exploring the full gamut of RITP, from initial teacher education, to in-service professional development; and examining contextual factors from the systems level to the motivations of the individual teacher.
Sub Unit
Chairs
Jana Groß Ophoff, University College of Teacher Education Vorarlberg
Chris Brown, University of Southampton
Papers
Delivering a 21st Century Research-Informed Teaching Profession: Survey Findings From Educators in England - Chris Brown, University of Southampton
Applying a Systems Approach to Research Use in Education - Mike Coldwell, Sheffield Hallam University; Bronwen Maxwell, Sheffield Hallam University; Jonathan Sharples, University College London
What Impact Does Research-Related Motivation Have on the Level of Preservice Teachers' Research Competence? - Jana Groß Ophoff, University College of Teacher Education Vorarlberg
Teachers' Capacity to Engage With Research Evidence in Practice: Continuities and Discontinuities Between Initial and Continuous Training - Georgeta Ion, Universitat Autònoma de Barcelona; Anna Diaz-Vicario, Universitat Autònoma de Barcelona; Saida Lopez, Universitat Autònoma de Barcelona; Cecilia Inés Suárez Rivarola, Universitat Autònoma de Barcelona
Frameworks of School-Support for Teachers' Engagement With/in Research (FoSTER): A Comparative Study of the United Kingdom and Ireland - Gavin Murphy, Trinity College Dublin; Liam Guilfoyle, University of Oxford