Page 173 - Empowering pre-service teachers through inquiry - Lidewij van Katwijk

Appendices
Appendix A Continued Maaranen, NQT Ma
2009
Maaranen T / NQT Ma & Krokfors,
2008, JET
Meijer et al., T Ma 2016, TiHE
Munthe & TE / PST Ba Rogne, 2015,
EJTE
Næsheim TE / et al., 2019, PST/ T EJTE
Niemi & PST Ma Nevgi, 2014,
TaTE
Pareja Roblin T et al., 2014,
EJTE
Penuel et al., Lead 2017, AERA
Ponte et al., TEs 2004, TTTP
Puustinen PST Ma et al., 2018,
TaTE
Råde, 2014 TE-curric Ma EJTE
Reis-Jorge T Ba 2007, TaTE
P?
P/ S
P /S
P/ S P/ S
S
P/ S
Finland
Finland
NL Norway
Norway
Finland
USA,Can, others
USA
USA, UK Australia
Finland
EU; Sweden
UK
Thesis and professional development; learning outcomes : adjusting teaching, interaction skills, self- confidence, and criticalness
Value conducting research; integration theory and practice in TE, but not in research project. Societal effect: wanting to share
Teachers’ inquiry-based attitude;
Experiences of research-based TE; Results indicate that ITE programs emphasize research, but teacher-led more than student engagement.
Lesson study as professional tool to strengthen collaborative inquiry
Experiences PST research vs professional competences
Linking research and practice in Teacher communities
How school and district leaders access, perceive, and use research
Action research learning
by doing – commitment, communication and continuity in a teachers’ team is important
Perceptions of research-based TE; not always integration
of theory and practice, or
to teachers’ work, need for practical education
Final thesis model and link to academy or teaching profession; portfolio, thesis, and action research
Perceptions of teacher research; highly -structured nature of academic format conducting research may fall short transferability to skills practice
Interviews PST (23)
Survey (35) & interviews (23)
Surveys; N=44 and n=475
Interviews TE (N=36) and PST (N=36)
Time-lagged design experiment (N TE=18, N PST=56, N T=17)
Questionnaires PST, clusteranalysis (N=287)
Analyses 12 projects with Teacher Communities
Survey (N=733)
A
Case study three institutes, Interviews with TE and deans (n=9,n=5, n=3))
Cluster analysis, survey (N=905)
Systematic review
Questionnaires, interviews, field notes, (n=9)
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