Search results for: Research
Page 2/6 59 items
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
Research Studies and Active Learning Promoting Professional Competences in Finnish Teacher Education
The goal of this study is to investigate how student teachers benefit from authentic researcher experiences as part of their pre-service education. Student teachers regard research studies as an important part of their education.Research studies also affected students' ability to deal with learners' differences and collaborate with different partners in educational questions, and even helped them in their everyday classroom teaching. Furthermore, active learning experiences in teacher education reinforce the research studies' positive effect on professional competences. Student teachers' professional competences were much higher when both research studies and active learning experiences supported them.
Updated: Mar. 31, 2015
When ‘Research Ethics’ Become ‘Everyday Ethics’: The Intersection of Inquiry and Practice in Practitioner Research
This article explores the ethical dimensions of what Cochran-Smith and Lytle have termed the dialectic of practitioner inquiry. The article argues that the reflexive nature of the theory/practice dynamic means that, in the context of sustained practitioner inquiry, the ethics of research and the ethics of practice both hold the potential to be shaped by and to shape the other. Elsewhere in discussions of the issue of quality in practitioner and other practice-based research, Groundwater-Smith and Mockler have argued that ethical professionalism can and does work as a platform for quality, pushing practitioner inquiry ‘beyond celebration’.
Updated: Nov. 24, 2014
In this article, the authors refer to the discussion of appropriate methods for researching professional development. They extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base.
Updated: Jun. 25, 2014
This essay describes the approach the U.S. Department of Education has taken in its Increasing Educational Productivity project. The authors argue that the department’s actual practice in this instance has fallen short of the rhetorical embrace of evidence-based decision making.
Updated: Oct. 23, 2013
Stepping Out of the Academic Brew: Using Critical Research to Break Down Hierarchies of Knowledge Production
This paper explores how critical theory and critical research can be used to critique hierarchies of knowledge in academia and society. The article explores this relationship in order to create new opportunities for learning and researching dialogically, a process that the author calls, ‘stepping out of the academic brew’. The paper offers a framework for how critical researchers might begin flattening hierarchical knowledge structures in education, in themselves, and in life.
Updated: Oct. 21, 2013
This paper outlines an overview of Cádiz in 1812 and the Constitution. The article describes the development of the contents of this constitution; its influence on the constitutions of other countries and vice versa; and the role of women under this constitution. This article will explain the contributions of this constitution and subsequent extensions regarding developments in education.The article will also highlight the importance of this constitution to the development of education.
Updated: Oct. 09, 2013
Teacher Educators’ Identities and Work in England at the Beginning of the Second Decade of the Twenty-First Century
This paper reports on part of the study of teacher educators in England which entitled ‘The Academic Tribe of Teacher Educators’ (A3TE). The purpose of A3TE was to examine teacher educators' constructions of their own identities in the academic communities within two university schools of education. The findings reveal that teacher educators in both universities constructed repertoires of identities for themselves. Although entry into the university often triggered a complex and shifting process of the (re)construction of identity around practice as a teacher educator and academic engagement, many of the teacher educators still saw one of their identities as that of ‘once-a-school teacher’.
Updated: Jan. 23, 2013