Why Shouldn't Teachers and Teacher Educators Conduct Research on Their Own Practices? An Epistemological Exploration

Lunenberg, Mieke; Ponte, Petra; Ven, Piet-Hein van de

doi:10.2304/eerj.2007.6.1.13

Cited by 54 publications

(48 citation statements)

References 22 publications

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“…Lunenberg, Ponte, and van de Ven 2007;Reis-Jorge 2007), it can be stated that in order to develop the ability to conduct and use research, student teachers need to develop knowledge of:…”

Section: Student Teacher Research Knowledgementioning

confidence: 99%

The development of student teachers’ research knowledge, beliefs and attitude

Linden

Bakx

Ros

et al. 2015

Journal of Education for Teaching

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van den, L. (2015). The development of student teachers' research knowledge, beliefs and attitude. Journal of Education for Teaching, 41(1), 4-18. DOI: 10.10804-18. DOI: 10. /02607476.2014 General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policyIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. This study reports on the development of second-year student teachers' knowledge of research, and the changes in their beliefs and attitude regarding research during an introductory course at an institute for primary teacher education. Questionnaires and concept maps were administered before and after the course. The results showed that student teachers' knowledge about research grew during the introductory course and that their positive beliefs about research became more positive, while their negative beliefs about research decreased. A positive change was found concerning the attractiveness of research to student teachers. Furthermore, student teachers' self-efficacy regarding research appeared related to their beliefs and attitude: the more the student teachers were convinced of their abilities to conduct and use the results of research after the course, the more positive their beliefs and their attitude regarding research were. This study provides guidelines for institutes for teacher education on integrating research activities into their curricula, so that their student teachers develop research knowledge and positive beliefs and attitudes towards research.

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“…Lunenberg, Ponte, and van de Ven 2007;Reis-Jorge 2007), it can be stated that in order to develop the ability to conduct and use research, student teachers need to develop knowledge of:…”

Section: Student Teacher Research Knowledgementioning

confidence: 99%

The development of student teachers’ research knowledge, beliefs and attitude

Linden

Bakx

Ros

et al. 2015

Journal of Education for Teaching

View full text Add to dashboard Cite

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“…First is the notion that research improves teaching (Middaugh, 2000) and contributes to continuous professional development (Livingston, McCall & Morgado, 2009). Thus, advancing research capability as a way of strengthening teacher education communities is viewed as a key factor in enhancing the quality of student and teacher learning (Arreman, 2008;Lunenberg, Ponte, & van De Ven, 2007). Second, research productivity (RP) has become the iconic indicator for institutional prestige as one of the vital resources required by higher education institutions for maintaining operation and facilitating development and growth.…”

Section: Introductionmentioning

confidence: 99%

Predictors of Teacher Educators' Research Productivity

Alhija¹,

Majdob²

2017

AJTE

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“…However, many studies have reported that prospective teachers find it very difficult to conduct research (e.g. Atay, 2008;Lunenberg, Ponte, & van de Ven, 2007). In this study, prospective teachers were asked to conduct diagnostic interviews (Moyer & Milewicz, 2002) with students in schools and analyze their data.…”

Section: / 14mentioning

confidence: 99%

Using Video Cases and Small-scale Research Projects to Explore Prospective Mathematics Teachers’ Noticing of Student Thinking

Ulusoy

Çakıroğlu

2018

EURASIA J MATH SCI T

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This study investigated how prospective teachers notice student mathematical thinking in a video-based learning environment and in analyzing students' thinking when they conduct a research in their practice schools in the scope of a 14-week elective course program. Instructional process of the course had two phases. In the first phase, a group of eight prospective mathematics teachers analysed video cases related to students' mathematical thinking. In the second phase, they explored actual students' mathematical thinking through diagnostic interviews in their practice schools in order to conduct a small-scale research project. The results indicated that while prospective teachers tended to be more simplistic in analysing students' thinking in their early video-case analyses, they came up with deeper analysis of student thinking by making sound inferences from data and proposing pedagogical strategies. Moreover, prospective teachers stated that micro-case videos functioned as a catalyst for enhancing their noticing of student thinking before conducting small-scale research projects.

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Why Shouldn't Teachers and Teacher Educators Conduct Research on Their Own Practices? An Epistemological Exploration

Cited by 54 publications

References 22 publications

The development of student teachers’ research knowledge, beliefs and attitude

The development of student teachers’ research knowledge, beliefs and attitude

Predictors of Teacher Educators' Research Productivity

Using Video Cases and Small-scale Research Projects to Explore Prospective Mathematics Teachers’ Noticing of Student Thinking

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