Page 19 - Empowering pre-service teachers through inquiry - Lidewij van Katwijk
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                                General introduction
  All are connected with key characteristics reflecting teacher’s dispositions, goals 1 and beliefs that directly affect teaching effectiveness.
3 General aim and research questions
This thesis aims to gain insight into the contribution of pre-service teacher inquiry to self-reported changes in attitude, knowledge/insight, skills and expertise of pre-service teachers, along with more objective measured as well as perceived improvements in their professional practice. The curriculum model of Van den Akker (2013) formed the framework of analysis (see Figure 1.1). This model distinguishes three curriculum representations, each divided in two:
1. the intended curriculum, divided into ideal curriculum, or the vision (rationale) or basic philosophy underlying a curriculum, and formal curriculum, or intentions as specified in curriculum documents and/or materials;
2. the implemented curriculum, divided in perceived curriculum, as interpreted by its users (teacher educators), and operational curriculum, or actual process of teaching and learning,
3. the attained curriculum, divided in experiential curriculum, or learning experiences as perceived by learners (pre-service teachers), and learned curriculum, or actual learning outcomes.
Alignment among these three curriculum representations is important for a successful curriculum reform or improvement (Van den Akker, 2013). Therefore, analysis of this alignment regarding pre-service teacher research in the curriculum of teacher educations provides insight into the degree of success of its introduction. Moreover, to determine whether pre-service teacher inquiry would lead to better teachers, we analysed the relationships among the quality of pre-service teacher inquiry, teaching practice and perceptions of pre-service teacher inquiry.

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