Page 175 - Empowering pre-service teachers through inquiry - Lidewij van Katwijk

Ulvik, 2014, EAR
Ulvik & Riese, 2016, PDiE
Ulvik et al 2017, EAR
Van den bergh et al., 2017, PS
Van der Linden et al, 2012, EJTE
Van der Linden et al 2015, JET
Van Schaik et al., 2018, IJER
Volk, 2010, AR
Vrijnsen-de Corte et al., 2013, TaTE
PST
PST
PST / NQT
NQT
PST
PST
T
NQT 1y
PST/ TE
S
S Ma S
Ba/ P Ma
Ba P
Ba P
S
Ba P/ S
S
Norway Norway Norway
NL
NL
NL
Inter- national
U Arab Emirates
NL
Student-teachers doing action research in their practicum: why and how? How to guide action research projects.
Deepening understanding of action research as professional development tool in TE.
AR connecting practice and use of theory; AR tool for professional development; and AR creates focus
in practicum. Positive perceptions! Learning outcomes: attitude and way of thinking. Need for sharing results & learning cultures.
Inquiry habit of mind and use of literature in school with a research culture.
Positive relation between research experience and perceived inquiry habit of mind and literature use.
Student teachers’ development of a positive attitude toward research and research knowledge and skills, during an introductory course.
Development of PST research knowledge, beliefs and attitudes of PSTs in second year of primary teacher education.
Review study explores barriers and conditions for teachers’ academic knowledge utilisation in the literature since 2001. Structural collaboration between schools and universities improves knowledge utilisation.
NQT who completed their Ba with AR, showed a narrow definition of AR, 2/3 use AR results, 3⁄4 do not use AR in their teaching job, because of lack of time. Also suggestion that it was too formal. Five recommendations
Questionnaire on teacher research; almost no differences between PDS and non-PDS, and between teachers and PSTs
Reports on professional development of PSTs (n=14)
Case study; survey (n=30), focus groups (n=3), reports
Focus groups (n=2x4), evaluations, PST reports
Questionnaire (n=342)
Questionnaire (n=81) pre post
*Pre post-test
concept maps A of research
knowledge +
questionnaire
(n=75)
Review study
Telephone interviews (n=101)
Questionnaire (n=102)
Appendices
Appendix A Continued
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