The contribution of graduation research to school development: graduation research as a boundary practice

Snoek, Marco; Bekebrede, Judith; Hanna, Fadie; Creton, Theun; Edzes, Hester

doi:10.1080/02619768.2017.1315400

Cited by 20 publications

(26 citation statements)

References 14 publications

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“…These institutes have a more practical orientation than universities, and their attention to research is limited. The aim of academic PTE programmes is to encourage teachers to develop inquiring attitudes to incorporate research findings into their own teaching practices and schools, and to conduct their own research (Snoek et al 2017, van der Wal et al 2018. Academically educated teachers are thus expected to be able to contribute to the improvement of the quality of education in their own classrooms and within their school organisations (van der Wal et al 2018).…”

Section: Contextual Backgroundmentioning

confidence: 99%

“…Academic teacher education programmes are focused on educating student teachers and providing them with the skills required to conduct research and to use research findings. It may thus be assumed that graduates of these programmes will become involved in inquiry-based working once they are working as teachers in schools (Maaranen 2009, Snoek et al 2017. However, little research concerning this assumption has been conducted.…”

Section: The Present Studymentioning

confidence: 99%

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The involvement of academically educated Dutch teachers in inquiry-based working

Baan

Gaikhorst

Volman

2018

Professional Development in Education

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In the Netherlands, academically oriented programmes for primary teacher education have recently been established. The aim of this study is to provide insight in the extent to which graduates from these academically oriented programmes are involved in different forms of inquiry-based working and which factors promote or hinder this involvement. Interviews with 10 academically educated teachers and their school leaders and observations of team meetings were used for this exploratory study. Three forms of inquiry-based working could be distinguished; systematic reflection, using research and conducting research. For most teachers, systematic reflection was part of their daily practice and most teachers made use of research; only a minority was involved in conducting research. Factors like ownership and the role of the teacher in the team were related to teachers' involvement in inquiry-based working. Teachers with a formal research function in inquiry-based working in their schools appeared to be more involved in inquiry-based working, especially in conducting research.

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Section: Contextual Backgroundmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

The involvement of academically educated Dutch teachers in inquiry-based working

Baan

Gaikhorst

Volman

2018

Professional Development in Education

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“…This may facilitate the development of practicum learning communities between schools and universities (White & Forgasz, 2016). As Snoek et al, (2017) also concluded, based on empirical evidence, there is a need to develop research projects to go beyond the individual and personal level aiming at contributing to research-informed reflection of a team of teachers, creating input for the improvement of practice within the whole school. Thus, there is a need to foster the expansion and effects of the pedagogical projects not only on students' teachers' pedagogical practice and professional development but also on the schools in which they do their practicum.…”

Section: Final Thoughtsmentioning

confidence: 99%

Developing Knowledge, competences and a research stance in initial teacher education in the Post-Bologna context

Flores

2020

NJCIE

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This paper draws on previous empirical work and reflections on initial teacher education after the implementation of the Bologna process in Portugal. It focuses on issues of knowledge and competences developed under the new legal framework, particularly as far as the research component is concerned. As initial teacher education occurs at a Master level, the research dimension was assumed as a key feature of the new model being practicum one of its key distinctive and most innovative elements. The need to enhance the quality of initial teacher education and to reinforce the link between theory and practice and between research and teaching was at the forefront of the restructuring process at the University of Minho, particularly regarding practicum. The paper concludes with a summary of the positive aspects and issues that deserve further attention.

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“…Jane's case suits our purposes as her project met trustworthiness and existing usefulness criteria to a high extent, which is rare (e.g. Dobber et al 2012;Snoek et al 2017;Vrijnsen-de Corte et al 2013). At the same time, Jane was disappointed with the long-term impact of the outcomes of her research project on her teaching practice.…”

Section: Introductionmentioning

confidence: 99%

Teachers as researchers and the issue of practicality

Westbroek

Janssen

Mathijsen

et al. 2020

European Journal of Teacher Education

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Practitioner research should be sufficiently trustworthy and useful. We argue, however, that although criteria of trustworthiness are rather well developed, criteria of usefulness are not. As a result, the longterm impact of practitioner research is rather disappointing because, we contend, it tends to lack practicality. We used theories of classroom ecology, goal systems and how people make decisions in complex situations, to conceptualise practicality from a teacher's perspective. By applying our theoretical framework to the case of Jane we provide insight into how and why trustworthiness and usefulness can be met while practicality is typically undermined. Jane conducted an excellent practitioner research project in the context of her teacher training under what would be considered 'ideal' conditions, but the long-term impact on her teaching practice was low. We conclude with suggestions for making practitioner research more attuned to practicality, i.e. the nature of practice and practical decision making.

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The contribution of graduation research to school development: graduation research as a boundary practice

Cited by 20 publications

References 14 publications

The involvement of academically educated Dutch teachers in inquiry-based working

The involvement of academically educated Dutch teachers in inquiry-based working

Developing Knowledge, competences and a research stance in initial teacher education in the Post-Bologna context

Teachers as researchers and the issue of practicality

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