Overview

This 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.

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9789819966783

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Dr John Willison is a National Senior Teaching Fellow and Senior Lecturer in the School of Education, University of Adelaide, Australia. John taught high school science for ten years, and his teaching and PhD (2002) focused on the scientific literacy of Year 8 students engaging in laboratory experiments. From 2004 to 2014, he coordinated a Graduate Certificate in Higher Education for academics from all disciplines. Since 2019, John has been Program Director of the Bachelor of Teaching, and coordinates several large Preservice Teacher Education courses. From the fusion of teaching, empirical research, and literature comprising competing epistemologies (positivism, personal constructivism, social constructivism), John formed the underlying theory for the practice-oriented 'Models of Engaged Learning and Teaching' (MELT). He has been researching academics’ adaptations and implementations of MELT since 2005, and teachers’ use with primary school and high school students since 2017, which has created opportunities to forge connections across formal and informal education, and between disciplines, epistemologies and pedagogies. John has presented the MELT initiative in 20 nations and Chaired the International MELT Conference, enabling international partnerships to blossom. In 2020, he published the open-access SpringerBrief 'The Models of Engaged Learning and Teaching'. He continues to look for opportunities to forge connections in education.

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