How does developing competencies to both read and write educational research enable teachers to contribute to teaching and learning for an inclusive interconnected world?

Huxtable, Marie ORCID: https://orcid.org/0000-0003-1808-0670 (2022) How does developing competencies to both read and write educational research enable teachers to contribute to teaching and learning for an inclusive interconnected world? In: Association for Teacher Education in Europe (ATEE) 2022 Winter Conference: Teaching and Learning for an Inclusive, Interconnected World, 20-22 April 2022, Sestri Levante, Italy. (Unpublished)

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Abstract

The theoretical framework is Living Educational Theory Research approach to continuing teacher professional development. In this approach teacher-researchers generate and share valid, evidence values-based explanations of their educational influences in their own learning, in the learning of others and in the learning of the social formations within which the practice is located. Its methodological design is influenced by the methodological inventiveness of each educational-practitioner as they research the implications of asking, researching and answering questions of the kind, ‘How do I understand, improve and explain my professional educational practice?’. The conclusions include the claim that as teachers engage in Living Educational Theory Research they promote teaching and learning for an inclusive, interconnected world. Accounts of educators working in diverse national and cultural contexts are drawn on as supportive evidence and invite contributions to establishing an inclusive, interconnected world.

Item Type:	Conference or Workshop Item (Paper)
Departments:	Institute of Education > Non-Initial Teacher Education
Depositing User:	Anna Lupton
Date Deposited:	21 Oct 2024 08:46
Last Modified:	21 Oct 2024 08:46
URI:	https://insight.cumbria.ac.uk/id/eprint/8464

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