LEADER 04392nam 22006135 450 001 9910829581603321 005 20240923145103.0 010 $a9789819966783 010 $a9789819966790 010 $a9819966795 024 7 $a10.1007/978-981-99-6679-0 035 $a(CKB)30228293400041 035 $a(MiAaPQ)EBC31281946 035 $a(DE-He213)978-981-99-6679-0 035 $a(EXLCZ)9930228293400041 100 $a20231225d2024 u| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aResearch Thinking for Responsive Teaching $eResearch Skill Development with In-service and Preservice Educators /$fedited by John Willison 205 $a1st ed. 2024. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2024. 215 $a1 online resource (140 pages) $cillustrations ;$ddigital file (PDF) 225 1 $aSpringerBriefs in Education,$x2211-193X 311 08$a9789819966783 327 $aChapter 1: Teachers? Research Thinking -- Chapter 2: Preservice Teachers? Use of Social Media for the Development of Their Research Skills -- Chapter 3: Digital skill mythology and understanding in Preservice Teachers -- Chapter 4: Undergraduate Research for PreserviceTeachers: Navigating its Rich Complexity and Novel Possibilities -- Chapter 5: Open Educational Practices (OEP) for Research Skill Development with In-service School Teachers -- Chapter 6: Exploring In-Service Teacher-Researcher Reflexivity:Education Research as Cultural Work -- Chapter 7: High School Student Experiences of Teacher-facilitated Research Skill Development -- Chapter 8: Research-Oriented University Instruction: Research Skill Development and Communities of Practice. 330 $aThis open access book examines the facilitation of pre-service and in-service educators? research thinking that equips them to be responsive to the unfolding uncertainties of the 21st century, and to likewise prepare their own students. It addresses several key areas, including: articulating the contemporary need for research thinking across teacher education; showcasing diverse yet conceptually connected strategies that all use the Research Skill Development (RSD) framework; providing an explicit scaffolded approach; and extending knowledge of the 'Models of Engaged Learning and Teaching' (MELT) conceptual framework. This book also addresses the contemporary topics of social media for learning, digital literacy, education research as cultural work and formations of communities of practice, with cross-cutting themes of scaffolded development and formative assessment of research skills. It highlights how research thinking is not only vital for PST (Preservice Teachers), I-ST (In-Serivce Teachers) and university educators, but also models for them how to scaffold the research thinking of their own students. This book's use of the RSD, as a shared conceptual framework across the chapters, emphasises the overlaps between ways of thinking in the different learning areas in which education occurs, without masking the differences. Likewise, the interdisciplinary work that comprises Education is informed by the RSD conceptual framework as used in a variety of disciplines. Together, this use of RSD brings a strong sense of connectedness between PST, I-ST and university educators. This is an open access book. 410 0$aSpringerBriefs in Education,$x2211-193X 606 $aTeachers$xTraining of 606 $aEducational technology 606 $aTeaching 606 $aEducation, Higher 606 $aTeaching and Teacher Education 606 $aDigital Education and Educational Technology 606 $aDidactics and Teaching Methodology 606 $aHigher Education 615 0$aTeachers$xTraining of. 615 0$aEducational technology. 615 0$aTeaching. 615 0$aEducation, Higher. 615 14$aTeaching and Teacher Education. 615 24$aDigital Education and Educational Technology. 615 24$aDidactics and Teaching Methodology. 615 24$aHigher Education. 676 $a370.711 700 $aWillison$b John$0838786 801 0$bMiAaPQ 801 2$bNZ-WeVUL 906 $aBOOK 912 $a9910829581603321 996 $aResearch Thinking for Responsive Teaching$94132526 997 $aUNINA