Search results for: Teacher research
Page 2/3 30 items
This study examined the inquiry processes of two research groups in teacher education with the aim of answering the following research question: To what extend and in what way do student teachers, in the context of a research project, engage in elaboration and decision making during the research process? The results of both of these research groups exemplify how both decision making and elaboration are necessary elements to reach the full potential of a collaborative research project. The authors have shown that a research activity in which student teachers are supposed to collaborate is challenging and requires hard work. Alongside everything else that student teachers have to do for both the institute and at school, they experience much time pressure.
Updated: Aug. 04, 2015
Using Student Test Scores to Measure Teacher Performance: Some Problems in the Design and Implementation of Evaluation Systems
This article aims to draw attention to some underappreciated problems in the design and implementation of evaluation systems that incorporate value-added measures.
Updated: Jul. 08, 2015
Measuring Teachers’ and Student Teachers’ Perceptions of Practice-Based Research in PDS and Non-PDS Settings
This study investigated the perceptions of experienced teachers and student teachers in Netherlands with respect to different aspects of practice-based research in professional development schools (PDS) and non-PDS settings and to what degree these perceptions differed. The respondents were asked about their perceptions of several distinguished elements associated with the four main concepts of practice-based research: contextual input, personal input, the research process and the learning outcomes. The findings revealed that the Questionnaire on Teacher Research to be a useful, reliable and valid tool for assessing teachers’ and student teachers’ perceptions of their practice-based research efforts in secondary education schools. Furthermore, it appeared that respondents scored, on average, highest with respect to their research motives and the outcomes of practice-based research.
Updated: Feb. 25, 2015
This study examines pre-service teacher research in a nine-month teacher education programme, implemented as a means of making explicit links between research and practice. The results reveal that although student teachers expressed significant concerns about having to develop a research question, they conferred with and developed questions in conjunction with their associate teachers. However, they also indicated that support from the associate teacher presented a significant challenge. Furthermore, the results reveal that understanding a research disposition to be integral to teaching proved to be a significant conceptual challenge amongst some of the pre-service teachers and associate teachers.
Updated: Mar. 26, 2014
This study explores what is advocated and disseminated as reflection about teaching to teachers in professional development journals. The authors conducted a discourse analysis of 122 articles that dealt with teacher reflection. These texts were published in two popular educational journals in Spain: Notes on Pedagogy and Educational Innovation Journal. The authors found four biases in what is conveyed to teachers about reflection.
Updated: Oct. 31, 2012
In this paper, the authors describe how teachers, who enrolled in an advanced master's degree program, expanded their understanding of multicultural education through teacher research. The authors address to the following question: In what ways does 'a graduate-level course with a dual emphasis on culture and inquiry through teacher research affect how in-service teachers conceptualize culture in their educational settings? The authors found that when most teachers had the opportunity to consider a broad view of culture and then apply it to their professional contexts, their understandings of teaching and learning in the classroom was enhanced.
Updated: Aug. 28, 2012
This article starts with a brief review of the recent history of teacher research in the UK in order to consider how pre- and in-service teachers are currently positioned in relation to research. Drawing on the case of the Scottish Schools of Ambition, the article identifies some of the challenges and opportunities presented by sponsored research engagement. The article suggests that teacher educators may have an important contribution to make to building capacity through teacher enquiry given their position as mediators between schools and university faculties of education.
Updated: Nov. 10, 2009
The paper takes the history of teacher research in one large urban school district over a period of 20 years as a telling case of the intensely local character of this work. The authors begin with an overview of the variations and different conceptions of teacher research in the USA. They argue that teacher research is continually being invented and reinvented by participants in the movement and is strongly informed by local conditions, agendas and epistemologies.
Updated: May. 14, 2009
The article analyzes challenges facing university-based teacher educators. The author suggests that teacher educators are losing jurisdiction over the preparation of new professionals and the production of academic knowledge for the teaching profession. The author recommends that researchers in teacher education focus on pressing policy issues regarding both issues.
Updated: Jan. 22, 2008
In this paper, we argue that teacher-researchers, especially those in politically contested school communities, should be encouraged to conduct critical action research that is contextually bound. Such a research methodology includes tenets of critical action research, postmodern and feminist theory, and attention to how oppression manifests in educational institutions.
Updated: Jan. 07, 2008