Improving K-12 Teachers' Conceptual Competencies in Consuming Empirical Research

Autor/inn/en	Cai, Qijie Vicky; Hong, Huili
Titel	Improving K-12 Teachers' Conceptual Competencies in Consuming Empirical Research
Quelle	In: Teacher Development, 27 (2023) 2, S.256-274 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hong, Huili)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2022.2160803
Schlagwörter	Teacher Competencies; Research Skills; Educational Research; Teacher Education; Graduate Study; Skill Development; Research Utilization; Schools of Education; Blended Learning; Teacher Improvement; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Lehrkunst; Forschungsleistung; Bildungsforschung; Pädagogische Forschung; Lehrerausbildung; Lehrerbildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Kompetenzentwicklung; Qualifikationsentwicklung; Forschungsumsetzung; Erziehungswissenschaftliche Fakultät; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Research competencies can empower teachers to inquire into their work and innovate in the field. In particular, conceptual competencies in consuming empirical research (CCER) are expected of K-12 teachers, but little is known about how teachers develop CCER. To address this gap, the authors conducted a case study with 12 teachers enrolled in a hybrid graduate course on educational research at a public, comprehensive university in the USA. Data generated from the 15-week course activities and assignments were analyzed. Findings show that teachers' CCER improved through a three-stage process. In each stage, teachers achieved success but encountered challenges. The varied performance among teachers could be explained by three factors: extensiveness of literature review, conceptual understanding of research topic, and specificity of research focus. This study contributes to the literature by generating detailed evidence of how K--12 teachers develop CCER. Implications for course design and future studies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01