Exploring teachers’ inquiry-based attitude

Abstract

Exploring Teachers' Inquiry-Based AttitudeHaving a well-founded insight into the characteristics of teachers Inquiry-Based Attitude (IA) supports operationalizing IA as a learning goal in Teacher Education. The aim of this study is to refine the notion of IA from an ill-defined global concept into something with reliable and valid characteristics. To do so, data was gathered on three different occasions amongst three different cohorts of teachers who participated in a master's programme at a Dutch university for applied sciences. This process of exploration and reconceptualization, was performed in collaboration with teacher educators. The results indicate that, statistically, IA has an internal reflective dimension and an external knowledge-sourcing dimension. Both dimensions can also statistically be differentiated from the personality traits openness to ideas, openness to change and epistemic curiosity. The implications of these findings for teacher education, plus recommendations for future research, are addressed.

The Impact of Conducting Practitioner Research Projects on Teachers’ Professional Growth

“…According to this model, teacher professional growth occurs when change in one domain leads to change in another through the processes of enactment or reflection. The importance of critical reflection for deep professional learning has also been emphasised elsewhere in the literature (Avalos, 2011;Meijer, Geijsel, Kuijpers, Boei, & Vrieling, 2016;Mezirow & Taylor, 2009). Further, it has been found that in order for deep learning to occur, the following are necessary: experiencing situations in an unbiased manner; observing and reflecting from multiple perspectives; and constructing and using theories or concepts for problem solving or decision making (Meijer et al, 2016).…”

“…Their enactment of new knowledge, attitudes, or beliefs then leads to changes in practice. However, it also suggests that some of the components necessary for deep learning as described by Meijer et al (2016) are missing (e.g., critical reflection, using theories to solve problems). Indeed, research suggests that experience alone is not enough to ensure teacher growth or effective changes to teachers' pedagogies.…”

Professional development of teacher-educators towards transformative learning

“…IA-External relates to active knowledge-sourcing behaviour focused on professional development in response to specific questions and/or problems (Meijer et al, 2016). This means that a person actively seeks new relevant knowledge sources in response to specific questions.…”

“…IA-Internal concerns the ability of teachers to gain 'new modes of understanding' about themselves, about knowledge and about the context, with the purpose to work on/refresh their professional behaviour (Meijer, Geijsel, Kuijpers, Boei, & Vrieling, 2016). …”

Successful learning: balancing self-regulation with instructional planning

“…The first process involves learners' judgements and evaluations of their performance of the task. For higher education students this ability to reflect effectively is considered an important twenty-first century skill (Power 2016) because it enables students to acquire new professional modes of understanding and behavior (Meijer et al 2016). TCs can learn to make judgments about the way their work relates to the criteria.…”