Improving Research Competencies among In-Service Teachers in a Blended Graduate Course
Abstract: There is an increasing awareness of the gap between classroom teachers and educational research. To respond to the need for supporting teachers to effectively consume research, we implemented several strategies in a blended, graduate course. These strategies leveraged collaborative learning and online technologies to engage teachers to reflect, discuss, and evaluate empirical research on a variety of education topics. This study generated both quantitative data such as assignment grades and qualitative data such as discussion documents. Findings from this study reflect teacher perceptions and understanding of research, their research competencies in reviewing educational research, as well as whether such competencies can improve over time. This study will have implications for how to design strategies and learning opportunities to help teachers grow as successful consumers of research.