Scoping Study
During the first year of this project we have collected evidence of best practice from across the globe to increase our understanding of translational research and to inform the development of both the mobile app and the in service teacher CPD programme.
The work can be summarized in the following diagram which shows the five key themes that have emerged from our systematic literature review:
The work can be summarized in the following diagram which shows the five key themes that have emerged from our systematic literature review:
Jones, Procter, Connolly, Hall & Fazlagić, 2020
Building Teacher- Researcher Collaborations ... focuses on the nature of the collaborations and how they empower the teacher to be an equal partner and even a leader in the the research process.
Teachers as Researchers ... looks at the motivations that determine why teachers might choose to carry out 'research' in its many guises.
Developing a Research Culture in Schools ... reflects on the different stakeholders in the school context and how together these impact on the culture of a school and in turn the opportunity for teachers to undertake research.
Promoting Teacher Agency ... refers to the levels of ownership and self-direction afforded to teachers within their professional lives and how this impacts on their ability to engage with research practices.
Sharing, Accessing and Utilizing Research ... as it says on the tin, this theme uncovered interesting insights on how teachers are able to share research they have developed, how they access other people's research and how they make sense of this and use it to transform their own teaching practices.
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Full details of the systematic literature review are available here:
Jones, S.L., Hall, T., Procter, R., Connolly, C. & Fazlagic, J. (2022). Conceptualising Translational Research in Schools: A Systematic Literature Review. International Journal of Educational Research. 114, 101998 doi.org/10.1016/j.ijer.2022.101998 A related publication can also be found here: Connolly, C. Hall, T, Jones, S.L. & Procter, R. (2020). Research-Informed Teaching in a Global Pandemic: "Opening up" Schools to Research. In (Eds) Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R. & Mouza, C. (2020). Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2020 from https://www.learntechlib.org/p/216903/ (609-616). |
An Invitation ...
If you are interested in learning more about this project then please contact us directly via the Project Lead: Dr Sarah-Louise Jones, University of Hull, UK ([email protected]).
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