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1.
Leena Krokfors Heikki Kynäslahti Katariina Stenberg Auli Toom Katriina Maaranen Riitta Jyrhämä 《Teaching Education》2013,24(1):1-13
In this article, we examine teacher educators’ views on research‐based teacher education. Finnish research‐based teacher education has four characteristics: (1) the study programme is structured according to a systematic analysis of education; (2) all teaching is based on research; (3) activities are organized in such a way that students can practice argumentation, decision‐making and justification when inquiring about and solving pedagogical problems; and (4) the students learn formal research skills during their studies. According to the results, teacher educators appreciate the research‐based approach to which the university is committed, although they were sceptical about how well this vision transfers to the students. 相似文献
2.
Francois J. Cilliers Nicoline Herman 《International Journal for Academic Development》2013,18(3):253-267
Evidence of the impact of educational development (ED) programmes on faculty is often not gathered beyond ascertaining the immediate reactions of participants. This paper reports the results of a study to determine what level of impact an ED programme at a university has had on academics' teaching practice over time. Kirkpatrick's framework provided a useful approach to conceptualise how to examine critically the impact of ED efforts. A series of semi‐structured interviews with 14 programme participants and a subsequent questionnaire survey of 248 participants were undertaken. The programme resulted in high‐level impact when rated according to Kirkpatrick's framework, including changes to individual behaviour and organisational practice, benefits to academics and perceived benefits to their students. Change was reported up to seven years after participation. These results emphasise the role that a well‐designed ED programme can play in enhancing the quality of teaching and assessment practice at a research‐intensive university. Bepaling van die impak van onderrigontwikkelingsprogramme op dosente word dikwels beperk tot die verkryging van die onmiddellike reaksies van deelnemers eerder as meer omvangryke bewyse. Hierdie artikel rapporteer die resultate van 'n studie wat dit ten doel gehad het om die vlak van impak van 'n onderrigontwikkelingsprogram by 'n universiteit op die onderrigpraktyke van akademici, oor 'n tyd heen, vas te stel. Kirkpatrick se raamwerk het 'n nuttige benadering verskaf vir die konseptualisering van 'n kritiese ondersoek na die impak van onderrigontwikkelingsaksies. 'n Reeks semi‐gestruktureerde onderhoude met 14 programdeelnemers en 'n daaropvolgende vraelysopname van 248 deelnemers is onderneem. Gemeet teen Kirkpatrick se raamwerk, het die program tot hoëvlak impak aanleiding gegee, insluitend veranderinge in individuele optrede, organisatoriese praktyk, voordele vir akademici en oënskynlike voordele vir hulle studente. Veranderinge is tot sewe jaar na deelname gerapporteer. Hierdie resultate beklemtoon die rol wat 'n weldeurdagte onderrigontwikkelingsprogram in die bevordering van onderrig‐ en assesseringspraktyk by 'n navorsingsintensiewe universiteit, kan speel. 相似文献
3.
Seamus Hegarty 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):243-257
The National Foundation for Educational Research (NFER) is now in its 50th year. Its mission and structure are outlined. The research programme is reviewed, and work in three illustrative areas — testing, programme evaluation and integration of pupils with special educational needs — summarized. Its information and dissemination activities are described. Finally, issues for future concern are addressed. 相似文献
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Enabling children and young people to act as researchers is increasingly viewed as useful in supporting their increased “participation” within settings where they live, work or receive services. This paper reports upon a project conducted by two educational psychologists (EPs) with two primary school class groups, in which the children and their teachers were provided with direct teaching and guidance to develop and undertake their own school‐based research projects. The work of each class group produced significant developments of educational provision across the whole school, showing that the EPs’ work had directly enabled the children to “make a positive contribution”. In addition, teachers and psychologists observed several social, cognitive and personal benefits to the children brought about by their engagement in the processes of questioning, data gathering, analysis, knowledge generation, and dissemination. The authors emphasise the potentially valuable contribution of EPs in promoting children and young people’s understanding and application of research skills, and in working directly alongside teachers within the classroom. Furthermore, the project represents a successful example of EPs and teachers engaging in joint direct work with children. 相似文献
6.
We examined web‐based ratings and open‐ended comments of teaching‐award winners (n = 120) and research‐award winners (n = 119) to determine if teaching‐award winners received more favourable ratings and comments on RateMyProfessors.com. As predicted, students rated teaching‐award winners higher than research‐award winners on measures of teaching quality (i.e. helpfulness and clarity). A higher percentage of teaching‐award recipients relative to research‐award recipients received positive open‐ended comments about competence, use of humour, clarity, appearance and personality as well as both positive and negative open‐ended comments about level of course difficulty. We discuss implications of these findings for lending credibility to the RateMyProfessors.com indices and for promoting published faculty evaluations at post‐secondary institutions more generally. 相似文献
7.
This paper examines the contention that achievement in research is a prerequisite for effective teaching in higher education. It also explores university level teaching more generally with the purpose of examining the links between teaching and research. Concept mapping, in particular, is described as a means of exploring both the knowledge structures of experts (teachers and researchers) and the cognitive changes that are indicative of meaningful learning among students. We use the approach to suggest that rich and complex networks are indicative of expert status, but that these are seldom made explicit to students in the course of teaching. Instead, simple, linear structures comprise most lesson plans or teaching sequences. This linearity is often made transparent through the lecturers’ use of PowerPoint presentations to structure teaching. Thus the transmission mode of teaching predominates in HE and evidence of authentic research‐led teaching remains scant. This is likely to reinforce surface learning outcomes among university students and be an impediment to the emergence of expert status. The linear chains that are commonly espoused in teaching lend themselves to rote learning strategies rather than to individual meaning making. The approach we describe here has the potential to reinstate expert status as the prime qualification for teaching in higher education. Where concept mapping is used to share and explore knowledge structures between students and experts, then learning can be shown to occur in ways that are synonymous with research and discovery. Using this approach, the teacher–student distinction becomes legitimately blurred so that the sharing and advancement of knowledge are concomitant. In conclusion, we suggest that this is a basis for a pedagogy that is appropriate to HE and distinct from the compulsory sector. 相似文献
8.
《International Journal of Research & Method in Education》2013,36(2):117-118
This article revisits the critical realist ethnographic process that was adopted in my doctoral thesis, which was concerned with the experiences of ethnic identity of white British and Pakistani British children as they started kindergarten in the northwest of England. The article focuses on the ethnography that emerged from the visits that I carried out alongside staff to children's homes before they started kindergarten and on the way in which these were portrayed and analysed in the final thesis. I conclude that the process of observation, writing field notes and then producing a fuller ethnography produced a very partial representation of the empirical world. This was problematic in that, in critical realism, what is observed in the world of the ‘empirical’ and considered in the world of the ‘actual’ forms the basis for understanding the underlying causal tendencies which point to the underlying explanatory concepts in the world of the ‘real’. I argue, however, that more careful critical realist ethnography has the potential to be a powerful methodological framework which accepts the contested nature of reality but which, unlike postmodernism, provides a means of addressing possibilities and of moving beyond ‘undecidability’. 相似文献
9.
Action research as a practice‐based practice 总被引：1，自引：1，他引：0
Stephen Kemmis 《Educational Action Research》2013,21(3):463-474
Action research changes people’s practices, their understandings of their practices, and the conditions under which they practice. It changes people’s patterns of ‘saying’, ‘doing’ and ‘relating’ to form new patterns – new ways of life. It is a meta‐practice: a practice that changes other practices. It transforms the sayings, doings and relating that compose those other practices. Action research is also a practice, composed of sayings, doing and relating. Different kinds of action research – technical, practical and critical – are composed in different patterns of saying, doing and relating, as different ways of life. This paper suggests that ‘Education for Sustainability’, as an educational movement within the worldwide social movement responding to global warming, may be a paradigm example of critical action research. 相似文献
10.
Gerda Geerdink Fer Boei Martijn Willemse Quinta Kools Haske Van Vlokhoven 《Teachers and Teaching》2016,22(8):965-982
Most teacher educators who work at institutes for higher vocational education have faced a new role since the European Community aimed to upgrade the general quality of education. Research tasks have been added as a new important core business for institutes that used to be mainly focused on education. Teacher educators therefore have to become familiar with research knowledge and skills, and with the skills to supervise student teachers in conducting research. Professional development activities have been set up to prepare them for it. In this explorative study, we investigated the extent to which four different professional development activities within three Dutch institutes for teacher education contributed to the knowledge and skills needed for these new tasks. We gathered data by interviewing 12 teacher educators. In addition to some striking differences, we found corresponding positive experiences in all four activities. Exchanging experiences and discussing issues with colleagues was perceived to be the most outstanding part of each activity. This research has yielded necessary insights into constructing professional development activities. It is clear that any professional development activity about research should be consistent with teacher educators’ daily practices and concerns. 相似文献
11.
Today, many institutions of higher education support students in conducting practice-oriented research. This research refers to a broad array of approaches geared toward practitioners’ practice. The supervision of such research is of crucial importance, but little is known about its nature and characteristics. This study examined what research supervisors and postgraduate, in-service teacher students perceive are key elements of successful action research supervision. Four action research supervisors and eight postgraduate students were interviewed. Data were analysed by using theory and empirical data. Findings reveal 24 key elements of action research supervision, which refer to supervisors’ (1) skills in supporting knowledge development through and about action research and creating a supportive environment for developing knowledge, (2) knowledge and expertise in supervising action research, (3) attitude in the supervision of action research and (4) the motives driving supervisors’ actions in the student-supervisor relationship. 相似文献
12.
Key issues for research in self‐directed learning 总被引：1，自引：1，他引：0
Philip C. Candy 《Studies in Continuing Education》2013,35(2):104-124
This paper consists of two parts. The first part gives an overview of two major paradigms which have influenced research in education; the positivist/empiricist and the interpretive. It is argued that research into self‐direction has been dominated by the positivist/empiricist paradigm and that, because of a fundamental incompatibility between the assumptions underlying positivism and those underlying ‘self‐direction,’ research into self‐direction has been ‘blocked.’ It is suggested that the adoption of an interpretive paradigm promises to reinvigorate and redirect research into self‐direction in learning. The second part of the paper represents an attempt to develop a research agenda into self‐direction from an interpretive perspective; that is, one which takes account of the learner's subjective construing of the learning situation. This subjective construing includes pur elements: (1) the learner's view of learning in general; (2) the learner's view of the specific learning endeavour being researched; (3) the learner's view of assistance or direction received; and (4) the learner's view of autonomous leaming and the development of personal autonomy. It is also suggested that any adequate research into ‘self‐direction’ should ideally take account of the perspective of the facilitator or other person offering help and assistance, since learning situations depend largely on the quality of the relationship established between the learner and the ‘helper’. 相似文献
13.
《师资教育杂志》2012,38(4):354-369
Research conducted by teacher educators is considered important for their professional development, their actual teaching practice and their body of knowledge. However, for many teacher educators in Universities of Applied Sciences (UAS) in the Netherlands, research is a new challenge. A survey was conducted among 508 such teacher educators exploring their perceptions towards research. They were questioned about the aims of research within a UAS, their perceived capabilities to conduct research and their need for support. Subsequently, 10 teacher educators were interviewed to elaborate on the findings and to gain further insight. Research is considered vital for their professional development, and their development is seen as an important means to improve the quality of the curriculum for teacher education. Teacher educators emphasise the need for communities of inquiry in which they can collaborate on research, improve their skills, develop a shared language and contribute to the body of knowledge in teacher education. 相似文献
14.
Jyrki Suomala 《Scandinavian Journal of Educational Research》2013,57(4):291-309
A LOGO teaching period was arranged for 38 eight‐year‐old Finnish pupils. After the teaching period the pupils’ problem‐solving processes were videotaped in an open LOGO problem‐solving situation. The data analysis focused on the occurrence of the pupils’ social problem solving, effectance motivation and information processing. Cluster analysis was used to identify three clusters which are based on the variables present in the problem‐solving processes. The different clusters’ associations with school readiness and school achievement were analysed. The results indicated that during the problem solving the passive pupils (n = 16) needed a lot of teacher support, the independent pupils (n= 10) displayed considerable self‐directivity and rule making, and impulsive pupils (n = 12) had an off‐task behaviour. The school‐readiness and school‐achievement scores were highest among the independent group, moderate among the impulsive group and lowest among the passive group. The results suggest that LOGO promotes the development of problem‐solving skills, if each pupil receives sufficient support from the teacher. 相似文献
15.
Carol Munn-Giddings Andy McVicar Melanie Boyce Niamh O’Brien 《Educational gerontology》2013,39(1):58-69
ABSTRACTThis article adds to an ongoing conversation in gerontology about the importance of training and involving older people in research. Currently, the literature rarely distinguishes between the one-off involvement of older citizens in research projects and the development of research groups led by older people that sustain over time as well as the nature of educational initiatives that support their development. This article presents a case-study based on evaluative data from the WhyNot! Older Citizens’ Research Group that has been running independently for nearly eight years. Members’ evaluations of, and reflections on, the impact of the training program explore from their perspective: Why older people want to get involved in research training and research groups, what they value most in the training, and the types of impact their involvement has had. Creating an educational environment where participants were able to contribute their knowledge in a new context as well learn new skills through group-work based experiential learning were key. Regular role-modeling provided by inputs from successful established citizen research groups was also important. Of the many benefits members gained from being part of a research group, emphasis was given to the relational aspects of the experience. Likewise the benefits members’ accorded to taking part in training and research transcended individual benefits encompassing benefits to the collective and the wider community. Linking health, social care and educational policies is important in providing coherence and opportunity for older people’s voices to shape research, policy, and practice. 相似文献
16.
《Teaching and Teacher Education》2004,20(2):107-128
The studies considered in this review of recent research on teachers’ professional identity can be divided into three categories: (1) studies in which the focus was on teachers’ professional identity formation, (2) studies in which the focus was on the identification of characteristics of teachers’ professional identity, and (3) studies in which professional identity was (re)presented by teachers’ stories. In the studies reviewed, the concept of professional identity was defined differently or not defined at all. Four essential features of teachers’ professional identity could be derived from the studies. Many of the reviewed studies appeared to be studies on teachers’ personal practical knowledge. However, in only a few studies was the relationship between this knowledge and professional identity made explicit. It is argued that, in future research on teachers’ professional identity, more attention needs to be paid to the relationship between relevant concepts like ‘self’ and ‘identity’, the role of the context in professional identity formation, what counts as ‘professional’ in professional identity, and research perspectives other than the cognitive one that may also play a role in designing research on teachers’ professional identity. 相似文献
17.
Gary Crow Christopher Day Jorunn Møller 《International Journal of Leadership in Education》2017,20(3):265-277
This paper provides a basis for a tentative framework for guiding future research into principals’ identity construction and development. It is situated in the context of persisting emphases placed by government policies on the need for technocratic competencies in principals as a means of demonstrating success defined largely as compliance with demands for the improvement in student test scores. Often this emphasis is at the expense of forwarding a broader view of the need, alongside these, for clear educational values, beliefs and practices that are associated with these. The framework is informed by the theoretical work of Wenger and Bourdieu as well as recent empirical research on the part played by professional identity and emotions in school leadership. In the paper, we highlight different lines of inquiry and the issues they raise for researchers. We argue that the constructions of school leadership identities are located in time, space and place, and emotions reflect complex leadership identities situated within social hierarchies which are part of wider structures and social relations of power and control. 相似文献
18.
Eric Deakins 《高等教育研究与发展》2009,28(2):209-226
Although international students studying in New Zealand desire and expect contact with their domestic peers, the level of cross‐national interactions remains generally low. This paper describes an initiative to promote more and better intercultural understanding within a target group of students having similar needs and interests in a higher education setting. A research‐based teaching approach progressively increased student engagement with higher order cognitive skills and both topic and process were aligned in such a way that training opportunities in intercultural competence were explored while also providing a process that offered further training in intercultural competence. Enduring appreciation of cultural diversity issues was achieved via deep styles of teaching and learning that raised awareness, changed attitudes and behaviour and ultimately impacted classroom culture. Initiative design, evaluation and results are described and limitations noted. The findings should be of interest to teachers of multicultural students and to academics studying cultural diversity issues. 相似文献
19.
Chunmei Yan 《Educational Action Research》2017,25(5):704-719
In contrast with its high level of popularity in both research and practice for in-service teacher development, teacher research has received much less attention in pre-service language teacher education as a reflective learning approach, particularly in China’s context. Action research, as a major form of teacher research, has rarely been employed by teacher educators. This action research study undertaken by a teacher educator aimed to address this dual gap by examining the effect of collaborative research experience undertaken by a cohort of English as a foreign language pre-service teachers in China. Triangulated research methods were employed to gather two sets of data respectively reflecting the student-teachers’ views of their collaborative research and the teacher educator’s perceptions of the action research. It was found that both groups highly endorsed their research experience. Meanwhile, issues also arose in terms of the sustainability of such research experiences for both groups. The study highlights the necessity of incorporating collaborative student-teacher research and teacher educators’ action research into pre-service teacher education programmes, which entails the need to transform the existing foundationalist teacher education paradigm into a post-foundationalist paradigm, and to recognize teacher educators’ action research on pertinent issues in teacher education. 相似文献
20.
Andy Convery 《Cambridge Journal of Education》1998,28(2):197-205
A teacher‐researcher questions whether Schon's Reflective Practitioner is an appropriate text for ensuring change in teaching practices. It is argued that teachers’ perspectives prompt a particular interpretation of ‘reflection‐in‐action’ that justifies individualistic, immediate and limited change strategies. Schon's rhetorical appeals can be interpreted as offering tacit approval for the existing craft culture; for the inhibiting effects of this craft culture to be effectively challenged, individual teachers need the supportive insights which collaboration can provide. 相似文献