Boyd, Pete
ORCID: https://orcid.org/0000-0002-2234-3595
(2020)
Epilogue: developing research-informed teacher learning.
In: Beckett, Lori, (ed.)
Research-informed teacher learning: critical perspectives on theory, research and practise.
Routledge, London, UK.
Full text not available from this repository.
Abstract
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book highlights challenge for school-based teacher educators, that they have increasing responsibility to support student teachers to develop research literacy and to engage critically with theory and research. In relation to a critique of clinical practice models and learning rounds, Carey Philpott considered how student teachers learn through reflection and how tutor and mentor feedback might support such professional learning within a professional learning community. Carey challenged the rhetoric of some commentators about the ‘gold standard’ of randomised control trial research and the use of research meta-reviews in education. Carey argued for an approach to teacher education that acknowledges emotional labour and identity formation involved in becoming a teacher. The clear contradictions in UK policy-making and in the arguments made by proponents of medicine-based models for evidence-based teaching motivated Carey to focus his work on the issues of developing research-informed teacher learning.
| Item Type: | Book Section |
|---|---|
| Publisher: | Routledge |
| ISBN: | 9780429025822 |
| Departments: | Learning Education and Development (LED) Institute of Education > Non-Initial Teacher Education |
| Depositing User: | Anna Lupton |
| Date Deposited: | 24 Oct 2019 14:35 |
| Last Modified: | 25 Apr 2024 15:10 |
| URI: | https://insight.cumbria.ac.uk/id/eprint/5180 |
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