Mobilising Knowledge through Global Partnerships to Support Research-informed Teaching: Five Models for Translational Research
Improving the quality of teaching is of global concern: UNESCO’s Sustainable Development Goal (SDG) 4c in the Education 2030: Framework for Action calls for high quality teaching for all. The OECD challenges the education system to improve Knowledge Management. JET’s (2015) special issue: Translational Research (TR) and Knowledge Mobilisation in Teacher Education introduced the concept of ‘translational’ or ‘theory to practice’ research - well-established in medicine but not in education. Five TR models were subsequently developed by the MESH charity’s international network with organisations in South Africa, Bangladesh, Australia, Pakistan, UK. These distinct models engage 1) university staff and teachers 2) subject associations, 3) research units, 4) an international NGO working in crisis settings, 5) PhD tutors and students. Each model shares common features forming the MESH Translational Research methodology introduced in this article. A TR repository is part of the MESH knowledge mobilisation strategy giving teachers access to research summaries which, overtime, accumulate knowledge. TR publications called MESHGuides (www.meshguides.org) complement existing forms of publication. This article proposes the MESH TR methodology as one affordable and scalable solution to OECD and UNESCO’s challenges of keeping teachers up-to-date and making new knowledge accessible to teachers regardless of location.
Education Futures Collaboration Charity The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.
Citation : Younie, S., Audain, J., Eloff, I., Leask, M., Procter, R., and Shelton, C. (2018) Mobilising Knowledge through Global Partnerships to Support Research-informed Teaching: Five Models for Translational Research. Journal of Education for Teaching: International Research and Pedagogy. Special Issue on ‘Perspectives on Evidence-based Knowledge for Teachers: acquisition, mobilisation and utilization, 44 (5), pp. 574-589
Research Group : Institute for Education Futures
Peer Reviewed : Yes