Page 22 - Empowering pre-service teachers through inquiry - Lidewij van Katwijk

Chapter 1
Table 1.1 Number and distribution of participants in the four studies.
# Institutes
# PSTs
# TEs
Study 1 (Chapter 2) Study 2 (Chapter 3) Study 3 (Chapter 4)
Study 4 (Chapter 5)
19 NL (out of 25 total) 8 NL
2 NL
2 AU
1 NL
30 (FG)
11 (FG)a
6 (FG)
650 (QI/QT)
359 (S) 12 (S)a 16 (S) 236 (S)a
48 (FG) 19 (FG)a 7 (FG)
98 (S) 12 (S)a 5 (S)
PST= pre-service teachers, TE= teacher educators, NL= the Netherlands, AU= Australia, FG= focus group, S= sur- vey, QI= quality of inquiry, QT= quality of teaching.
aAlso included in Study 2
5 Outline of the thesis
This thesis follows a thesis-by-publications format. In effect, Chapters 2–5 have been published or submitted to peer-reviewed journals and can thus be read independently. As a result, some recurrence and overlap across chapters is inevitable. This first chapter is devoted to introducing the subject and the aims. Figure 1.1 (p. 18) shows an overview of Chapters 2–5, with a reference to the associated research questions and an illustration of the interdependence. The second chapter focuses on the purpose and value of pre-service teacher inquiry in the intended curriculum of primary teacher education in the Netherlands. We conducted a document analysis to investigate and compare the described aims in policy documents and the description of pre-service teacher research and inquiry activities in the Dutch teacher education curricula. From the findings, we formulated a definition of an inquiry stance (in Dutch, Onderzoekend vermogen) with six intertwined aspects. This chapter has been published in Pedagogische Studiën, a Dutch peer-reviewed journal. It has been written in Dutch, to ensure the readability for Dutch teacher educators and teachers in an effort to raise its practical value. It comes with an abstract in English.
Chapter 3 examines the implemented and attained curriculum in eight Dutch institutes for teacher education primary schools. We used a survey and organised focus groups with pre-service teachers and teacher educators to study their perceptions of pre-service teacher inquiry. This study sheds light on the implemented curriculum and a part of the attained curriculum, the experiential component.
For Chapter 4, we used a similar methodology to that in Chapter 3. This time we collected data on the implemented and attained curricula from two institutes for teacher education in Melbourne, Australia. We aimed to gain deeper insight into
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