LEADER 04018oam 2200745z 450 001 9910829581603321 005 20240912173504.0 010 $a981-9966-79-5 010 $a9789819966790 010 $a9789819966783 024 7 $a10.1007/978-981-99-6679-0 035 $a(CKB)30228293400041 035 $a(MiAaPQ)EBC31281946 035 $a(EXLCZ)9930228293400041 100 $a20240207d2024uuuu my 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aResearch Thinking for Responsive Teaching $eResearch Skill Development with In-service and Preservice Educators 205 $a1st ed. 210 31$aSingapore :$cSpringer Nature,$d2024 210 4$dİ2024 215 $a1 online resource (140 pages) $cillustrations ;$ddigital file (PDF) 225 1 $aSpringerBriefs in Education 311 08$a9789819966783 327 $aThis open access book examines the facilitation of pre-service and in-service educators? research thinking that equips them to be responsive to the unfolding uncertainties of the 21st century, and to likewise prepare their own students. It addresses several key areas, including: articulating the contemporary need for research thinking across teacher education; showcasing diverse yet conceptually connected strategies that all use the Research Skill Development (RSD) framework; providing an explicit scaffold-ed approach; and extending knowledge of the 'Models of Engaged Learning and Teaching' (MELT) conceptual framework. This book also addresses the contemporary topics of social media for learning, digital literacy, education research as cultural work and formations of communities of practice, with cross-cutting themes of scaffolded development and formative assessment of research skills. It highlights how research thinking is not only vital for PST (Preservice Teachers), I-ST (In-Service Teachers) and university educators, but also models for them how to scaffold the research thinking of their own students. This book's use of the RSD, as a shared conceptual framework across the chapters, emphasises the overlaps between ways of thinking in the different learning areas in which education occurs, without masking the differences. Likewise, the interdisciplinary work that comprises Education is informed by the RSD conceptual framework as used in a variety of disciplines. Together, this use of RSD brings a strong sense of connectedness between PST, I-ST and university educators. 410 0$aSpringerBriefs in Education 606 $aTeacher training 606 $aEducation 606 $aHigher & further education, tertiary education 606 $aActive learning$2fast$3(OCoLC)fst00796275 606 $aBlended learning$2fast$3(OCoLC)fst01737696 606 $aTeachers$xTraining of$2fast$3(OCoLC)fst01144404 610 1$aPreservice teacher education 610 1$aResearch skill development 610 1$aModels of engaged learning and teaching 610 1$aDigital literacy 610 1$aBlended learning 610 1$aSocial media learning 610 1$aevidence-based decision-making 610 1$adecision-making in times of uncertainty 610 1$aaction learning 610 1$aIn-service teacher education 610 1$aResearch thinking 610 1$acritical thinking 610 1$aeducational development 610 1$aaction research 610 1$aOnline learning 610 1$aresponsive and adaptive teaching 610 1$ainstantaneous decision-making 615 4$aTeacher training 615 4$aEducation 615 4$aHigher & further education, tertiary education 615 7$aActive learning 615 7$aBlended learning 615 7$aTeachers$xTraining of 700 $aWillison$b John$0838786 801 0$bMiAaPQ 801 2$bNZ-WeVUL 906 $aBOOK 912 $a9910829581603321 996 $aResearch Thinking for Responsive Teaching$94132526 997 $aUNINA