A Personal Reflection on Establishing a New Multi Author Blog and its Role in Developing Research-Informed Teachers

Authors

  • Kate Mawson University of Warwick

Keywords:

Community of Practice, Identity, Legitimate Peripheral Participation, Multi Author Blog, Research, Technology Enhanced Learning

Abstract

In 2016 a Multi Author Blog was established to engage student participation in the community of research-informed teachers. This reflection discusses the reasons for its conception and some of the opportunities the Multi Author Blog could provide to schools. In a time when developing teachers as researchers is a priority for ITT providers and schools and when there is a national drive towards a research-informed profession, it is suggested that the use of new technology could be a way to satisfy both professional development and general teacher engagement with research in a sustainable and affordable way.

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References

BERA & RSA 2014 Research and the Teaching Profession: Building the capacity for a self-improving education system.

Carter, A. (2015). Carter review of initial teacher training (ITT). DfE. Retrieved March 08, 2017, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/399957/Carter_Review.pdf

DfE. (2016). Standard for teachers’ professional development: Implementation guidance for school leaders, teachers, and organisations that offer professional development for teachers. DfE.

DfE. (2017). Initial teacher training criteria and supporting advice: Information for accredited initial teacher training providers. DfE.

Killeavy, M. and Moloney, A., 2010. Reflection in a social space: Can blogging support reflective practice for beginning teachers? Teaching and Teacher Education, 26(4), pp.1070-1076.

Lave, J. and Wenger, E., 1991. Situated learning: Legitimate peripheral participation. Cambridge university press.

Powell, D. J. (2012). Using Blogs and New Media in Academic Practice: Potential Roles in Research, Teaching, Learning, and Extension. Innovative Higher Education, 37(4), 271-282.

Shulman, L., & Shulman, J. (2004). ‘How and what teachers learn: a shifting perspective’. Journal of Curriculum Studies, 36(2), 257-271.

Vigurs, K. 2016. Using Twitter to Tackle Peripherality? Facilitating networked scholarship for part-time doctoral students within and beyond the university. Fusion Journal, 1, 1-18.

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Additional Files

Published

2017-06-22

Issue

Section

Critical Reflections