Search results for: Research
Page 1/6 56 items
This study examined how policy-makers described their work and motivations. Furthermore, the study focused on policy-makers' perceived relationship with teacher educators researchers and their understandings about research. The findings revealed that policy-makers described research as necessary to shape their decision-making and important to justify their work. However, some of the participants appeared acutely aware of their own lack of ‘research literacy’ and were quick to note they wished for greater support in this area. Policy-makers sought better communication strategies to utilise research findings in a timely, free and publicly accessible, user-friendly manner.
Updated: May. 22, 2018
Understanding Student Engagement with Research: A Study of Pre-service Teachers’ Research Perceptions, Research Experience, and Motivation
This study aimed to determine whether past research experience and pre-existing motivation style influence pre-service teachers’ perceptions of research. This study demonstrates that pre-service teachers generally display a positive attitude towards research, although these attitudes depend on their perceived research experience and also on their motivational styles. Furthermore, the authors found that students who believe they possess research experience are more likely, compared to students who believe they do not possess such experience, to value research and support the university’s attempts to promote research at the undergraduate level.
Updated: Mar. 07, 2018
Fostering Teacher Educators’ Professional Development in Research and in Supervising Student Teachers’ Research
Teacher educators, who work at institutes for higher vocational education, should now engage in research. Hence, they suppose to become familiar with research knowledge and skills. Furthermore, they have to supervise student teachers in conducting research. This study explored whether and how different professional development activities for teacher educators contribute to the tasks set. The authors found that all activities influenced the participants’ opinions about practice-based research as a concept and about the need to add research as a new task within teacher education. Furthermore, it was found that all the participants claimed to have increased their knowledge about research developed a better understanding of research skills.
Updated: Nov. 01, 2017
This article describes the present gap between aspiration and effective execution of well-mentored undergraduate research, scholarship, and creative work (URSCW), including the most prevalent obstacles (e.g. institutional, departmental, individual) to undergraduate mentoring. The authors conclude that this research shows that the experience, which students engaged in URSCW, has the potential to provide deep and lasting high-impact learning. This potential can only be fully realized when the institutions commit to the belief that high-quality mentoring matters, for students, faculty, and their institutions.
Updated: Oct. 24, 2017
Faculty as Mentors in Undergraduate Research, Scholarship, and Creative Work: Motivating and Inhibiting Factors
The purpose of this study was to examine faculty engagement in mentoring practices related to the training of undergraduate student researchers. Furthermore, the authors examine the perceived sources of support and barriers to such engagement. The findings reveal three primary supports and challenges. Faculty participants noted internal funds/compensation, student support, and other professional support as instrumental in influencing their decisions to engage as mentors in undergraduate research, scholarship, and creative work (URSCW). Conversely, time, inflexibility surrounding compensation, and lack of recognition were the primary challenges noted.
Updated: Oct. 03, 2017
The authors consider possibilities for further exploration of the research of practice and the practice of research in both initial and continuing teacher education. As both a theoretical and methodological challenge, this is tied recursively with research and practice in teacher education, for teacher educators, about teacher education. The authors draw on the theoretical resources of practice theories, to argue that teacher education practice must be informed by the study of the practice of teaching as well as research addressing the teaching of practice.
Updated: Jul. 05, 2017
Embodying Pre-Tense Conditions for Research among Teacher Educators in the Australian University Sector: A Bourdieusian Analysis of Ethico-Emotive Suffering
The authors argue that government-run assessments, such as Excellence in Research for Australia, and localised institutional strategies developed in response, provoke “pre-tense” conditions that unsettle institutions of the Australian university sector regarding future claims for research status. Drawing on interviews with an early- and a mid-career teacher educator, both of whom evidence significant research aspirations,the authorse portray and analyse their ethico-emotive sufferings, linked to contemporary pre-tense conditions in which they work, which thwart their dispositions to do research.
Updated: Jul. 05, 2017
This article presents a measurement instrument (TERDS) to measure teacher educators’ self-reported researcherly disposition throughout their working lives. The first part of the article reports the results of factor analysis (EFA and CFA), which suggest a four-factor structure of teacher educators’ researcherly disposition: (1) ‘ valuing research’, (2) ‘being a smart consumer of research’, (3) ‘ being able to conduct research’, and (4) ‘conducting research’. Goodness of fit estimates were calculated, indicating good fit. The authors conclude that by using the instrument to explore differences between several subgroups of teacher educators, this study enhances empirical understanding of a previously ‘undiscovered’ and ‘neglected’ professional group.
Updated: Feb. 22, 2017
This article has explored the question of whether student research undertaken in the context of taught modules should be subject to RE review. The authors contend that the RE review of in-class research involving human subjects will protect researchers, participants and the institution, serve to engender a strong RE culture within universities and ensure that students graduate with an ethical awareness not always evident in recent generations. The authors outline a number of mechanisms that can plausibly be used to address the issues of resource constraints that limit most REC’s in the contemporary environment. Of particular note are their novel suggestions of asynchronous review and the inclusion of students in the oversight process, with due safeguards built in.
Updated: Nov. 24, 2016
This article seeks to understand how teacher preparation makes a difference in classroom instructional quality that leads to student learning. It reviews the research that has been conducted on the fundamental practices of teacher education and how they affect student learning. It shows repeatedly that the link between teacher education programs, effective teachers, and student learning is missing in research on teacher education. The article indicates the complicating factors of making causal connections between teacher education and student learning. It also focuses on research that attempts to link program characteristics to student learning.
Updated: Apr. 13, 2015