Page 162 - Empowering pre-service teachers through inquiry - Lidewij van Katwijk
P. 162

 Geerdink, G., Boei, F., Willemse, M., Kools, Q., & Van Vlokhoven, H. (2016). Fostering teacher educators’ professional development in research and in supervising student teachers’ research. Teachers and Teaching, 22(8), 965-982.
Gitlin, A., Barlow, L., Burbank, M. D., & Kauchak, D. (1999). Pre-service teachers’ thinking on research: Implications for inquiry oriented teacher education. Teaching and Teacher Education, 15(7), 753–769.
Gleeson, J., Sugrue, C., & O’Flaherty, J. (2017). Research capacity and initial teacher education reform: Irish experiences, international perspectives. Teaching and Teacher Education, 62, 19-29.
Gray, C. (2013). Bridging the teacher/researcher divide: Master’s-level work in initial teacher education. European journal of teacher education, 36(1), 24-38.
Griffioen, D. M. E. (2013). Research in higher professional education: A staff perspective. (Doctoral thesis), University of Amsterdam, Amsterdam.
Griffioen, D. M. (2018). The influence of undergraduate students’ research attitudes on their intentions for research usage in their future professional practice. Innovations in Education and Teaching International, 1-11.
Griffioen, D. M., & De Jong, U. (2015). Mapping Dutch higher education lecturers’ discourse on research at times of academic drift. Scottish Journal for Arts, Social Sciences, and Scientific Studies, 26(1), 81-94.
Grossman, P. (2005). Research on pedagogical approaches in teacher education. In M. Cochran-Smith & K.M. Zeichner (Eds) (pp. 425- 476).
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching, Theory and Practice, 15(2), 273–289.
Guilbert, D., Lane, R., & Van Bergen, P. (2016). Understanding student engagement with research: A study of pre- service teachers’ research perceptions, research experience, and motivation. Asia-Pacific Journal of Teacher Education, 44(2), 172-187.
Hammerness, K. (2006). Seeing through teachers’ eyes: Professional ideals and classroom practices (Vol. 46). New York: Teachers College Press.
HBO-raad. (2009). Kwaliteit als opdracht.[Quality as mission.] Den Haag: HBO-raad.
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York: Higher Education Academy.
Helms-Lorenz, M., Van de Grift, W., & Maulana, R. (2016). Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers. School Effectiveness and School Improvement, 27(2), 178-204.
Hökkä, P., & Eteläpelto, A. (2014). Seeking new perspectives on the development of teacher education. A study of the Finnish context. Journal of Teacher Education, 65(1), 39-52.
Imants, J., Van Veen, K. V., Pelzer, B. J., Nijveldt, M. J., & Van der Steen, J. (2010). Onderzoeksgerelateerde activiteiten in het dagelijkse werk van leraren. [Research-related activities in the daily work of teachers.] Pedagogische Studiën, 87, 272-288.
Ion, G., & Iucu, R. (2016). The impact of postgraduate studies on the teachers’ practice. European Journal of Teacher Education, 39(5), 602-615.
Jacobs, J., Yendol-Hoppey, D., & Dana, N. F. (2015). Preparing the next generation of teacher educators: The role of practitioner inquiry. Action in Teacher Education, 37(4), 373-396.
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational researcher, 33(7), 14-26.
Joram, E. (2007). Clashing epistemologies: Aspiring teachers’, practicing teachers’, and professors’ beliefs about knowledge and research in education. Teaching and Teacher Education, 23(2), 123-135.
Jyrhämä, R., Kynäslahti, H., Krokfors, L., Byman, R., Maaranen, K., Toom, A., & Kansanen, P. (2008). The appreciation and realisation of research-based teacher education: Finnish students’ experiences of teacher education. European Journal of Teacher Education, 31(1), 1–16.
Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17(3), 463–474.
Kemmis, S. (2010). What is to be done? The place of action research. Educational Action Research, 18(4), 417–427.
Kirk, J., Miller, M. L. (1986). Reliability and validity in qualitative research (Vol. 1). Beverly Hills: Sage.
Kilderry, A., Nolan, A., & Noble, K. (2004). Multiple ways of knowing and seeing: Reflections on the renewed vigour in early childhood research. Australian Journal of Early Childhood, 29, 24–28.
Korthagen, F. A. (2010). How teacher education can make a difference. Journal of education for teaching, 36(4), 407- 423.

   160   161   162   163   164