Page 92 - Empowering pre-service teachers through inquiry - Lidewij van Katwijk
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                                Chapter 4
 5 Results
We present the results, according to our study design (Table 4.1) and research questions. That is, we start by describing the cross-case analysis of the perceived purposes (RQ1), followed by the attained learning outcomes (RQ2). We end with findings about the value of pre-service teacher research (RQ3). The similarities between pre-service teachers and educators within each country are greater than the similarities between countries. Therefore, we merged the quantitative data from the Australian institutes, and then the quantitative data from the Dutch institutes.
5.1. Perceived purposes of pre-service teacher research
Perceived purposes in focus groups
The key question in the focus groups was: “Why do you think pre-service teacher research is part of your programme of teacher education?” We also asked participants to elucidate what they thought to be the most important purpose/s of pre-service teacher research. Table 4.2 categorizes their answers according to the four aspects of pre-service teacher research we described earlier (research knowledge, inquiry habit of mind, applying research in practice and conducting research), as well as some other mentioned purposes. Most focus group responses about the purpose of pre-service teacher research match the four purposes mentioned previously. For example, responses such as “to solve problems,” “to connect theory and practice,”
Table 4.2 Perceived purposes of pre-service teacher research (percentages, based on number of codes).
      Teacher educators
AU NL N=7 N=19
  Pre-service teachers
AU NL N=6 N=11
    TOTAL # codes about purpose
 Inquiry habit of mind 28% To apply research in practice
• To improve own practise 12%
• To connect theory and practice 9%
• To solve problems 0%
To be able to conduct research 12% To gain research knowledge 13% Other:
• To use it as a learning strategy 18%
• To innovate education 4%
• Academic qualifications 4%
Total # codes
32% 24% 10% 19%
5% 5% 5% 0% 16% 19% 7% 5%
4% 14% 18% 12% 3% 2% 100% 100%
15% 60 47 4% 25 6% 15
6% 7 23% 39 0% 16
25% 33
8% 25
13% 12
100% 232 48
100%
68 74 42
 Note: The percentages of the two most frequent mentioned purposes per case are in bold. 90


































































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