Abstract
This study investigated the involvement in inquiry-based working of graduates of research-intensive (academic) and practically oriented (regular) Dutch teacher education programmes. Differences between graduates from both types of programmes were assessed through a survey among 201 beginning teachers. Graduates of both programmes were involved in systematic reflection and in using research, however, they were less frequently conducting research. While academic teachers perceived themselves as more competent than regular teachers in inquiry-based working, there were few differences in their actual involvement in inquiry-based activities. Participation in a professional learning community appeared to stimulate the involvement of academic teachers in inquiry-based working.
| Original language | English |
|---|---|
| Pages (from-to) | 74-82 |
| Number of pages | 9 |
| Journal | Teaching and Teacher Education |
| Volume | 84 |
| DOIs | |
| Publication status | Published - Aug 2019 |
| Externally published | Yes |
Bibliographical note
Funding Information:Table 5 shows several factors with a significant influence on the different forms of inquiry-based working for the academic teachers. Participation in a PLC appeared to have an influence on using and conducting research at the school level and on systematic reflection in the classroom. The motivation of the teachers for inquiry-based working appeared to have an influence on systematic reflection and using research in the classroom and on using research in the school. Competences for inquiry-based working were related to reflection in the classroom. Furthermore, the organisational factors of time, the motivation of the team and the support of colleagues were related to different forms of inquiry-based working.The results of this study showed that beginning academic teachers, compared to beginning regular teachers, were more involved in using research in the classroom. However, there were no differences between regular and academic teachers in the other forms of inquiry-based working (research question 1). Furthermore, the results showed that academic teachers were less positive about factors as time, support and motivation of their team to conduct research and the access to sources in comparison with regular teachers (organisational factors), but they rated their competencies for all forms of inquiry-based working (individual factor) higher than regular teachers (research question 2). Finally, the results showed that some factors are specifically related to the involvement in inquiry-based working of academic teachers whereas other factors are related to regular teachers (research question 3). For example, for regular teachers the years of experience appeared to be related to several forms of inquiry-based working; these teachers are more involved in inquiry-based working when they have more teaching experience. For the academic teachers, a role in a PLC had a positive effect on their involvement in inquiry-based working.This work was supported by a PhD scholarship for teachers of the Dutch Organisation for Scientific Research (NWO). Grant number 023.005.020.
Funding Information:
This work was supported by a PhD scholarship for teachers of the Dutch Organisation for Scientific Research ( NWO ). Grant number 023.005.020.
Publisher Copyright:
© 2019 Elsevier Ltd