What Might the COVID Pandemic Mean for the SERA Early Career Researcher Network?

Autor/inn/en	Fakunle, Omolabake; Beck, Anna; Mouroutsou, Stella
Titel	What Might the COVID Pandemic Mean for the SERA Early Career Researcher Network?
Quelle	In: Scottish Educational Review, 52 (2020) 2, S.12-14 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-9072
Schlagwörter	COVID-19; Pandemics; Educational Research; Educational Researchers; Higher Education; Networks; Teacher Researchers; Graduate Students; Doctoral Students; Fellowships; Early Childhood Education; Global Approach; Inclusion; Special Education; Teacher Education; Electronic Learning; Educational Policy; Foreign Countries; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerforschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Doktorand; Doktorandin; Fellowship; Stipendium; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Globales Denken; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerausbildung; Lehrerbildung; Politics of education; Bildungspolitik; Ausland
Abstract	The Early Career Researcher (ECR) Network is a multidisciplinary network with membership open to anyone conducting educational research at an early stage of their career. This includes for example, teacher researchers based in schools, Masters and doctoral students, post-doc researchers, teaching fellows and lecturers. A wide range of research areas are represented, including early years, internationalisation, inclusive education, teacher education, digital education, and education policy. Although membership is diverse, and this should be acknowledged, the authors offer this position paper from the perspective of three ECRs, based in Scotland, who work within higher education and convene the network. In this article, the authors begin by highlighting key challenges facing ECRs studying and working within higher education and consider these within the context of COVID 19. The authors then reflect on what the network can do to address these specific challenges. (ERIC).
Anmerkungen	Scottish Educational Review. School of Education, University of Edinburgh, Holyrood Road, Edinburgh EH8 8AQ, Scotland, UK. e-mail: ser@stir.ac.uk; Website: http://www.scotedreview.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01