Author:
Brown Barbara,Jacobsen Michele,Roberts Verena,Hurrell Christie,Travers Mia,Neutzling Nicole
Abstract
AbstractIn this chapter, we discuss open educational practices (OEPs) that Teacher Educators (TEs) used to facilitate in-service schoolteachers’ (I-STs’) research thinking. The majority of graduate students in the program held teaching roles in K-12 or educational development and training roles in adult learning contexts. OEPs are participatory and collaborative learning opportunities based on social constructivist principles used in a component of a fully online Master’s program in Education offered by a research university situated on the Canadian prairie. The I-STs in the program were situated as scholars of the profession and were provided with structured learning opportunities to help develop research-based skills (Brown et al. in Open Educational Practices (OEP) create conditions for learning in a graduate school, 2022; Jacobsen et al. in J Univ Teach Learn Pract 15(4):1–18, 2018). Results from our study indicate that responsive teaching is integral to OEP and can help I-STs develop research skills and research thinking.
Publisher
Springer Nature Singapore
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