International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Vrijnsen-de Corte M.C.W. Marjan
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The aim of this study is to provide deeper insight into the realisation of teacher research in professional development schools in the Netherlands. Participants of these schools were asked for their perceptions of the actual and preferred situation concerning teacher research in terms of the context, processes and outcomes of practice-based research activities by teachers-as-researchers. The authors can conclude that a large difference between the actual and preferred situation was noticeable. Additionally, pupil learning and outcomes seemed not to be a central focal area of the participants at this moment. Finally, the results suggest that in Dutch professional development schools increased attention is needed both by researchers and practitioners on the process and outcome dimensions of doing teacher research.
Published: 2013
Updated: Jul. 08, 2015
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This study investigated the perceptions of experienced teachers and student teachers in Netherlands with respect to different aspects of practice-based research in professional development schools (PDS) and non-PDS settings and to what degree these perceptions differed. The respondents were asked about their perceptions of several distinguished elements associated with the four main concepts of practice-based research: contextual input, personal input, the research process and the learning outcomes. The findings revealed that the Questionnaire on Teacher Research to be a useful, reliable and valid tool for assessing teachers’ and student teachers’ perceptions of their practice-based research efforts in secondary education schools. Furthermore, it appeared that respondents scored, on average, highest with respect to their research motives and the outcomes of practice-based research.
Published: 2013
Updated: Feb. 25, 2015