Enhancing Research Literacy for Educators: A Living Educational Theory Research Approach

Huxtable, Marie and Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 (2022) Enhancing Research Literacy for Educators: A Living Educational Theory Research Approach. In: Boyd, Pete, Szplit, Agnieszka and Zbróg, Zuzanna, (eds.) Developing Teachers' Research Literacy: International Perspectives. Wydawnictwo Libron, Kraków, pp. 271-295.

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Abstract

We extend the notion of teacher’s research literacy to include skills and knowledge, which enable teachers to fulfil their professional responsibility to research their educational practice to understand, improve and explain it and to contribute to their professional knowledge-bases. Education is a values laden activity. As professional educators, teachers have a responsibility to enable their pupils/students to progress through a given curriculum and to generate and progress through the learner’s evolving educational curriculum. A given curriculum is a programme of study developed by the Education organisation the teacher is working in. A person’s ‘evolving educational curriculum’ is comprised by the lifelong programme of study they develop to improve their ability to live a satisfying, productive and worthwhile life for themselves and others. We illustrate how, as they engage in Living Educational Theory Research, teachers develop their research literacy as they realise their educational responsibilities as professional educators.

Item Type:	Book Section
Publisher:	Wydawnictwo Libron
ISBN:	9788366269972
Departments:	Institute of Education > MA Programmes (Education)
Depositing User:	Insight Administrator
Date Deposited:	08 Mar 2022 12:52
Last Modified:	13 Jan 2024 13:15
URI:	https://insight.cumbria.ac.uk/id/eprint/6395

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