Research in Teacher EducationRegister
How can we implement evidence-informed teaching practices?
|Date||Friday 21st of October 2022|
Experiences and results of the RiTE-project
Consortium partners of the Erasmus+ Project ‘RiTE’
This webinar presents the work, the universities of Groningen, Southampton, Paderborn, Poznan and Chester, under the support of the DUDOCNetwork, completed for the Erasmus+ project ‘Research in Teacher Education’. We jointly developed curricula to support students in creating an ‘evidence-informed teaching practice’. The aim was to teach students how to use evidence from research in education and domain-specific fields of science, technology, engineering and mathematics (STEM) to improve their own teaching practice. Following a cyclical learning process of developing, implementing and evaluating, curricula were developed using mechanisms of evidence-informed policy making. All universities conducted a case study in which they developed, implemented and evaluated their curriculum in their local initial teacher education context. Data collection instruments involved a questionnaire, student test and interviews. Data analysis focused on getting insight into student teachers perspectives on, beliefs about and abilities in creating evidence-informed teaching practices. This project resulted in five empirical validated curricula. More importantly, it resulted in a validated methodology in order to collaboratively improve initial teacher education taking into account a variety of European teacher education contexts. Each partner presents their experiences and main results of their respective case studies.
How to use evidence in our teaching practices
Prof. Christian Bokhove, University of Southampton &
dr. ir. Ria Dolfing, University of Groningen
The RiTE-project addressed a gap in evidence-informed teaching practices by suggesting strategies to integrate into Initial Teacher Education. This project focused on research literacy for all subjects in STEM-education. All partners used the theoretical model of the expansive learning cycle adopted by Engeström and Sannino (2010) as a guide in order to implement evidence-informed teaching practices. The cycle has the steps: questioning, analysis, formulating a solution, viewing and testing the solution, put solution into practice, reflect on process and consolidate solution for future usage.
Sequence of learning actions in an extended learning cycle (Engeström and Sannino (2010)
During the workshop we will discuss what ‘evidence’ could be used to inform our teaching practices. As a follow up we will collaboratively develop strategies to implement evidence-informed teaching practices guided by the cyclic approach described by Engeström and Sannino, (2010).
From Science to Nonsense, the life cycle of news
Dr. Łukasz Lamża, Copernicus Center for Interdisciplinary Research
It is commonly held that we live in times of easy access to knowledge. However, it is probably more accurate to say that we live in times of easy access to content. Solid knowledge is rare and at times difficult to find. One of the many processes through which content is created begins with science and leads to science reporting, YouTube videos and
memes. The purpose of the lecture is to analyze this process in detail: from its root in scientific publishing, through science dissemination by universities, the main media, the secondary media and the “memeization” of news. Based on my experience as a scientist, journalist and ‘content creator’, I hope to shed light on how the system works, and how to use it for our benefit.