Page 171 - Empowering pre-service teachers through inquiry - Lidewij van Katwijk

Cochran- Smith et al 2009, AiTE
Dobber et al., 2012, TaTE
Dunn et al., 2008, TaTE
Elm & Nordqvist, 2019, EJTE
Ermeling, 2010, TaTE
Esposito & Smith, 2006, TEQ
Flores 2018, JET
Geerdink et al., 2016, TTTP
Gitlin et al., 1999, TaTE
Gray, 2013 EJTE
PST
PST
PST T
T
T / io
PST TE
PST TEs
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P /S
S
EC EC
S
P
P, S P,S
S
USA
NL
Australia Sweden
USA
USA
Portugal NL
USA UK
Learning outcomes PSTs
and pupils action research; Strongest: question connected to a larger theoretical or conceptual vision about teaching and learning, and awareness inquiry offers a springboard for learning about learning. Weaker papers: no flexibility; stick to plan- no transfer & continuation
PST collaborative research, focussed on the research skills and collaboration processes
Preparing research- skilled graduates in EC profession
Research circle, tool for PD and preschool development, collaborative, improved reflection, awareness of scientific base of practice. Need for collaboration between researchers and teachers
Improvement of teachers instructions (practice) by collaborative inquiry
From reluctant teacher
to empowered – action research; Learning outcomes: flexibility and persistence, empowerment and sharing with colleagues +school community
Linking teaching and research in ITE
Professional development in research and supervising pre-service teacher research
Inquiry oriented teacher education and pre-service teachers’ perception toward research
Induction of research techniques as a means of exploring practical challenges lead to knowledge and ownership (expertise)
*(Mixed: quantitative, rubric & qualitative content analysis of RQs in 46 research projects), in-depth content analysis of n=12 projects
*In depth qualitative case study (n=2x3), video and stimulated recall interviews
Focus groups (n= 6, 6 and 12)
Written entries
of 12 preschool teachers, interviews with 8 teachers
Observation
meetings and
classroom lessons-
looking at specific A effect (n=4)
Case study of one Teacher / Master student (n=2)
Description curriculum
Interviews (n=12)
Questionnaires (n=37) and Interviews (n=16)
Case studies (n=4)
Appendices
Appendix A Continued
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