Page 174 - Empowering pre-service teachers through inquiry - Lidewij van Katwijk
P. 174

                                Appendix A
 Appendix A Continued Rinke & TEs/ PST
Stebick, AiTE
Schulz & PST Mandzuk,
2005, TaTE
Smith et al., T 2009, TaTE
So, 2013, TaTE T
Tack & TE Vanderlinde, 2014, BJES
Taylor, 2017, T / TEs TaTE
Toom et al., PST / TE 2010, EJE
Uiterwijk- Lead Luik et al.,
2019a, EMAL
Uiterwijk- T Luijk et al., 2019b;TaTE
Ma EC/ P/ S Canada
P/S South Korea
Ma P USA Ma Finland
Action research: Evolution
of a teacher inquiry culture – TEs: successful for means of critical thinking; PSTs initially viewed it as artificial and disconnected of practice – because of formal written part
Understanding and experiences with inquiry newly in the TE program. Learning outcomes: improve practice, support teacher development and contribute to educational community
Teachers as researchers in
a major research project;
6 teacher researchers interviewed in total 32 colleageus and followed 13 of them.
Knowledge construction among teachers within a community based on inquiry as stance
Teacher educators’ professional development: Towards a typology of teacher educators’ researcherly disposition.
How teachers become teacher researchers; narrative as
tool for teacher identity construction
Experiences of research- based teacher education;
a comparison between traditional and research based, which aims pedagogically-thinking, reflective and inquiry-oriented teachers. Resulting in a high status of teaching profession
Insight into the interplay between school boards, school leaders and teachers regarding inquiry-based working. Multiple ways to encourage; top-down and bottom-up.
Relationship teachers inquiry- based work and students’ curiosity and critical thinking skills.
Case study, Score final reports, interviews midpoint and
final (n=12), analyses of student and instructor contributions on line
Focus groups (n=10)
N=6, n=32, n=13
Case study of p-teachers and S-teachers (n=3) N=5
Interviews (n=20)
Case study, (n=6, + 1 TE), observation, fieldnotes, blog, interviews
Surveys (n=113, n=165, n=13) and interviews (n=8)
Case study with Interviews (n=
10 Lead, n=11 T), observations and document analysis, after a survey
Mixed-methods: survey (n=249)
& case study; interviews (n=8) and observations (n=6)

   172   173   174   175   176