Research Thinking for Responsive Teaching: Research Skill Development with In-service and Preservice Educators (SpringerBriefs in Education)

Preface
Contents
Editor and Contributors
Abbreviations
List of Figures
List of Tables
1 Teachers’ Research Thinking
	1.1 Introduction
	1.2 Research Thinking is Multifaceted
	1.3 Summary of Each Chapter
		1.3.1 Section 1: In-Service Educators
		1.3.2 Section 2: Preservice Teachers’ Research Thinking
	1.4 This Book’s Contribution to Education Theory, Practice and Research
	1.5 Conclusion
	References
Part I In-service Teachers’ Research Thinking
2 High School Student Experiences of Teacher Research Thinking
	2.1 Introduction
	2.2 Rationale for Secondary School Student Research Skills
		2.2.1 Context and Why RSD in the Year 9/10 Class
	2.3 Methodology
		2.3.1 Data Analysis Methodology
	2.4 Results
		2.4.1 Vignette 1: Climate Change Source Analysis
		2.4.2 Vignette 2: Australia Day Date Questions
	2.5 Discussion
		2.5.1 The Classroom Teacher’s Research Thinking
		2.5.2 Students’ Experiences of Explicit Research Skill Development
	2.6 Conclusion
	References
3 Open Educational Practices (OEPs) for Research Skill Development with In-Service School Teachers
	3.1 Background
	3.2 Vignette: Benefits of OEP to Support Research Thinking
	3.3 Why Integrate RSD and OEP in Masters Level Courses?
	3.4 Developmental Approach Used for Research Thinking
	3.5 Co-design and Formative Assessment Strategies at the Intersection of OEP and RSD
		3.5.1 Co-design
		3.5.2 Formative Assessment Strategies
	3.6 Methodology
	3.7 Results and Discussion
		3.7.1 Facet 1: Embark and Clarify for Purposive Thinking
		3.7.2 Facet 2: Find and Generate for Informed Thinking
		3.7.3 Facet 3: Evaluate and Reflect for Astute Thinking
		3.7.4 Facet 4: Organise and Manage for Harmonised Thinking
		3.7.5 Facet 5: Analyze and Synthesise for Insightful Thinking
		3.7.6 Facet 6: Communicate and Apply for Externalised Thinking
	3.8 Conclusion
	References
4 Exploring In-Service Teacher-Researcher Reflexivity: Education Research as Cultural Work
	4.1 Background
	4.2 Vignette: Master’s Zoom Class
	4.3 Why RSD in Postgraduate Study
	4.4 Theoretical Framing of Research Thinking
	4.5 Making the Shift to Postgraduate Research
	4.6 Methodology
	4.7 Results and Discussion: Researcher Skills in I-ST Publications
		4.7.1 Communicate and Apply
		4.7.2 Embark and Clarify
		4.7.3 Find and Generate
		4.7.4 Evaluate and Reflect
		4.7.5 Organise and Manage
		4.7.6 Analyse and Synthesise
	4.8 Conclusions and Implications
	References
5 Research-Oriented University Instruction: The Research Skill Development Framework and Communities of Practice
	5.1 Background
		5.1.1 University Educators and Research Thinking
	5.2 Vignettes
		5.2.1 Vignette 1: Finding a CURE
		5.2.2 Vignette 2: Caching the RSD
		5.2.3 Approach for RSD
	5.3 Methodology
	5.4 Results and Discussion
		5.4.1 University Educators’ Consolidation
		5.4.2 University Educators’ Change
		5.4.3 University Educators’ Connections
		5.4.4 Impacts on Student Learning
	5.5 Conclusion
	References
Part II Preservice Teachers’ Research Thinking
6 Preservice Teachers’ Use of Social Media for the Development of Their Research Skills
	6.1 Background
		6.1.1 Basic Learning Theory on Social Media
		6.1.2 Collective Learning and Social Media
	6.2 Context
		6.2.1 The Need for Social Media-Based Instructional Design
		6.2.2 Current Study: The Facilitation of Preservice Teachers’ Research Thinking
	6.3 Methodology
		6.3.1 Data Generation
		6.3.2 Data Analysis
	6.4 Results
		6.4.1 Results for Each Facet
	6.5 Discussion
		6.5.1 PSTs as the Future Curriculum Designers
	6.6 Conclusion
	References
7 Digital Skill Mythology and Understanding in Preservice Teachers
	7.1 Background
		7.1.1 Double Jeopardy Digital Inequity and the Digital Native Myth
		7.1.2 Teacher Barriers and Research Skills
		7.1.3 The DSD Framework
	7.2 Vignette
	7.3 Applying the DSD Framework
	7.4 Facilitated Approach for Research Thinking
	7.5 Methodology
	7.6 Results and Discussion
		7.6.1 Evidence of a Change in Self-reported Digital Skills
	7.7 Conclusion
	References
8 Undergraduate Research for Preservice Teachers: Navigating Its Rich Complexity and Novel Possibilities
	8.1 Background
		8.1.1 Research Thinking and Responsive Teaching
		8.1.2 Instructional Design, Research Thinking, and Responsive Teaching
	8.2 Methodology
		8.2.1 Results: A Focus on Design and Research Thinking for Course Transformation
	8.3 Discussion
	8.4 Conclusion
	References
Glossary of Terms