Page 170 - Empowering pre-service teachers through inquiry - Lidewij van Katwijk

Appendix A
Appendix A
An overview about previous research into pre-service teacher research and practitioner research
Authors
Teacher/ PST / TEs
Ma/ Ba
Primary /Sec / EC
Country
Topic
Method
& Number of participants
Aspfors & Eklund 2017, JET
Baan et al., 2018, PDiE
Baan et al., 2019b, EJTE
Baan et al 2019a, TaTE
Butler & Schnellert 2012, TaTE
Bjuland & Mosvold, 2015, TaTE
Byman et al., 2009, ERE
Castle, 2006, TaTE
NQT
NQT
PSTs
T T
PST
PST
T
Ma
Ba
Ba
P
P
P
P P/S
S
P
Finland
NL
NL
NL Can
Norway
Finland
USA
Perceptions of newly qualified teachers on research- based teacher education. Three areas: personal development, teacher professional competence and research competence
Involvement of inquiry-based working by academic NQT. Use of learning outcomes from PST research after TE in practice: systematic reflection, use of literature, and conducting research
Differences academic vs non- academic. Learning outcomes: inquiring attitude, motivation to use and conduct research
Involvement of inquiry-based working teachers academic vs non academic
Collaborative inquiry in teacher PD by communities of inquiry, aiming higher student outcomes o
Implementation of Lesson study in teacher education (mathematics)
Perceptions of pre-service teachers toward research; comparison of research-based teacher education and school-based PSTs.
Autonomy by pedagogical research by teachers
Interviews NQT (n=10)
Interviews teachers (n=10) and their school leaders, observations of team meetings
Curriculum, questionnaires (n=260), interview PST (9)
Questionnaire (n=201)
Interviews (n=18), lit assessments, doc and artifacts, fieldnotes meetings and classroom visits
Group
interviews (n=3), supplementary: observations mentoring session and research lesson
Surveys (n=168 and n=116)
Interviews (n=3)
168
Ma
Ma