Page 166 - Empowering pre-service teachers through inquiry - Lidewij van Katwijk
P. 166
References
Van Katwijk, L., Jansen, E., & Van Veen, K. (2019b). Ontwikkeling van kritische en nieuwsgierige leraren? Onderzoekend vermogen in leerlijnen onderzoek van lerarenopleidingen basisonderwijs. [Development of critical and curious teachers? Inquiry competences in the research teaching-learning trajectories of primary teacher education] Pedagogische studiën, (96) 330-348.
Van Katwijk, L. & Van der Lans, R. (2016). Beoordelingen op eindstages van Pabostudenten vergeleken met resultaten uit ICALT observaties [Comparison of assessment scores and ICALT scores in primary teacher education]. Internal report; RUG. Groningen.
Van Schaik, P., Volman, M., Admiraal, W., & Schenke, W. (2018). Barriers and conditions for teachers’ utilisation of academic knowledge. International Journal of Educational Research, 90, 50-63.
Van Veen, K. (2013). The knowledge base of teacher educators: the nature, dilemmas, and challenges. In M. Ben-Peretz (Ed.), Teacher Educators as Members of an Evolving Profession Lanham: Rowman and Littlefield.
Van Veen, K., Zwart, R., Meirink, J., & Verloop, N. (2010). Professionele ontwikkeling van leraren. Een reviewstudie naar effectieve kenmerken van professionaliseringsinterventies van leraren. [Professional development of teachers. A review study into effective features of teacher professionalization interventions.]
Vaughn, S., Schumm, J. S., & Sinagub, J. M. (1996). Focus group interviews in education and psychology. Thousand Oaks, CA: Sage.
Verburgh, A., & Elen, J. (2013). Vormgeving van onderzoeksintegratie in het curriculum.[Design of research integration in the curriculum.] In D. M. E. Griffioen, G. J. Visser-Wijnveen & J. Willems (red.), Integratie van onderzoek in het onderwijs. Effectieve inbedding van onderzoek in curricula. (pp. 75–89). Groningen: Noordhoff Uitgevers.
Vereniging Hogescholen (2015). Opleiden voor de toekomst. Lerarenopleidingen 2015-2018. [Educating for the future. Teacher Education 2015-2018.] Den Haag: Vereniging Hogescholen.
Vereniging Hogescholen. (2016). Onderzoek met Impact: Strategische onderzoeksagenda hbo 2016–2020. [Research with impact. Strategic research agenda UAS 2016–2020] The Hague, NL: Vereniging Hogescholen. Retrieved from http://www.vereniginghogescholen.nl/system/knowledge_base/attachments/files/000/000/601/ original/Onderzoek_met_Impact_%28website%29.pdf.
Volk, K. S. (2010). Action research as a sustainable endeavor for teachers: Does initial training lead to further action? Action research, 8(3), 315-332.
Vrijnsen-de Corte, M. M., Den Brok, P. P., Kamp, M. M., & Bergen, T. T. (2013). Measuring teachers’ and student teachers’ perceptions of practice-based research in PDS and non-PDS settings. Teaching and Teacher Education, 36, 178-188.
West, C. (2011). Action research as a professional development activity. Arts Education Policy Review, 112(2), 89–94. Westbroek, H., & Kaal, A. (2016). Leren onderzoeken in de eerstegraads lerarenopleiding. [Learning to conduct
research in academic secundary teacher education] Tijdschrift voor Lerarenopleiders, 37(1), 5-14.
White, S., Hepple, E., Tangen, D., Comelli, M., Alwi, A., & Abu Hassan Shaari, Z. (2016). An introduction to education research methods: Exploring the learning journey of pre-service teachers in a transnational programme. Asia-Pacific Journal of Teacher Education, 44(1), 35-48.
Willegems, V., Consuegra, E., Struyven, K., & Engels, N. (2017). Teachers and pre-service teachers as partners in collaborative teacher research: A systematic literature review. Teaching and teacher education, 64, 230-245.
Willemse, T. M., & Boei, F. (2013). Teacher educators’ research practices: an explorative study of teacher educators’ perceptions on research. Journal of Education for Teaching, 39(4), 354-369.
Yin, R. K. (2014). Case study research. Design and methods. Thousand Oaks, CA: Sage.
Yuan, R., & Burns, A. (2017). Teacher identity development through action research: A Chinese experience.
Teachers and Teaching, 23(6), 729–749.
Zeichner, K. M. (2003). Teacher research as professional development for P–12 educators in the USA. Educational
Action Research, 11(2), 301-326.
Zeichner, K. M., & Noffke, S. E. (2001). Practitioner research. In V. Richardson (Ed.), Handbook of research on teaching,
4th ed., (pp. 298-330). Washington, DC: American Educational Research Association.
Zwart, R. C., Smit, B., & Admiraal, W. F. (2015). Docentonderzoek nader bekeken: een reviewstudie naar de aarde en betekenis van onderzoek door docenten.[A closer look at teacher research: a review study into the nature and the meaning of teacher research.] Pedagogische studiën, 92, 131-148.
164
