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dc.contributor.authorWhite, Elizabeth
dc.contributor.authorDickerson, Claire
dc.contributor.editorBoyd, Pete
dc.contributor.editorSzplit, Agnieszka
dc.contributor.editorZbróg, Zuzanna
dc.date.accessioned2022-02-15T14:30:02Z
dc.date.available2022-02-15T14:30:02Z
dc.date.issued2021
dc.identifier.citationWhite , E & Dickerson , C 2021 , Learning from Exploring Narratives of Practice using Educational Theories and Research . in P Boyd , A Szplit & Z Zbróg (eds) , Developing Teachers’ Research Literacy. International perspectives . Wydawnictwo LIBRON , Krakow, Poland , pp. 165-190 .
dc.identifier.isbn978-83-66269-97-2
dc.identifier.otherORCID: /0000-0001-5090-1729/work/108467426
dc.identifier.urihttp://hdl.handle.net/2299/25375
dc.description© 2021 by Authors & Wydawnictwo Libron Kraków. This work is licensed under Creative Commons Attribution – No Derivatives 4.0 International (CC BY-ND 4.0).
dc.description.abstractThe purpose of this chapter is to support teacher educators’ professional learning around research literacy in a way that enables them to explicitly model to teachers the interplay between research, theory and practice. Explicit modelling is a signature pedagogy of teacher educators, yet often teacher educators do not link practice with research or theory when they model. Narratives of experiences ‘on the ground’ in teacher education area helpful resource for unpacking the theory behind teacher educators 'practice. Exemplar material demonstrates how specific narratives can be opened up and reveals the benefits of using theory to interrogate practice. Provocations and suggestions are provided to show how narratives of practice can be explored using educational theories and research in order to learn and develop practice. This professional learning can support teacher educators’ work of developing teachers’ research literacy.en
dc.format.extent25
dc.format.extent529188
dc.format.extent6466657
dc.language.isoeng
dc.publisherWydawnictwo LIBRON
dc.relation.ispartofDeveloping Teachers’ Research Literacy. International perspectives
dc.subjectexplicit modelling; research-informed practice; educational theory; teacher educator
dc.titleLearning from Exploring Narratives of Practice using Educational Theories and Researchen
dc.contributor.institutionEducation
dc.contributor.institutionCentre for Research in Professional and Work-Related Learning
dc.contributor.institutionSchool of Education
rioxxterms.typeOther
herts.preservation.rarelyaccessedtrue


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