Page 103 - Empowering pre-service teachers through inquiry - Lidewij van Katwijk
P. 103

                                Pre-service teacher inquiry; an international comparison
 Pre-service teachers mentioned that they thought it was valuable to choose their own topics and connect the research project to their practice (Maaranen, 2009). These findings identify an inquiry habit of mind as the most important purpose and learning outcome. Explicit attention to the inquiry habit of mind in teacher education might stimulate this stance of pre-service teachers in their future profession.
Because the pre-service teachers indicated in the focus groups that they did not
to expect to continue conducting research in their future job, continued research
should seek deeper insights into their reasons. Follow-up studies with cohorts of pre-
service teachers from the institutes could investigate when, how, and if they conduct 4 research, as well as whether their views about research change as they enter the
workplace or take over supervision of student teachers themselves. To build a research-
oriented culture and to stimulate an inquiry stance among teachers, collaboration
between teachers, pre-service teachers and teacher educators/researchers in schools
might play an important role. Conducting practitioner research together, could be
an appropriate form of lifelong learning and innovation of educational practice
(e.g., Schenke & Heemskerk, 2016; Uiterwijk-Luijk, Kr├╝ger, Zijlstra & Volman, 2017).
This also could stimulate the effective utilisation of academic knowledge and the
professional development of in-service teachers (Van Schaik, Volman, Admiraal &
Schenke, 2018). Future research into the impact of such activities on the inquiry habit
of mind of teachers will be important to be able to prepare students, pre-service
teachers and teachers for a changing world.
 101

















































































   101   102   103   104   105