A New Research Agenda for Teacher Education: The Value of a Partnership Approach to Classroom-Based Research
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| Title: | A New Research Agenda for Teacher Education: The Value of a Partnership Approach to Classroom-Based Research |
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| Language: | English |
| Authors: | Alaster Scott Douglas |
| Source: | Teacher Education Advancement Network Journal. 2015 7(1):3-13. |
| Availability: | University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: https://ojs.cumbria.ac.uk/index.php/TEAN |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Partnerships in Education, Classroom Research, Teacher Education Programs, Student Diversity, Educational Strategies, Practicums, Student Teaching, Teacher Attitudes, Individualized Instruction, Educational Policy, Religion Studies, Foreign Countries, Student Teachers, Teacher Researchers |
| Geographic Terms: | United Kingdom (England) |
| ISSN: | 2054-5266 |
| Abstract: | This paper takes up ideas from previous research projects which advocate student teachers undertaking research activity as part of their teacher education course. The aim is to strengthen the call for maintaining university input into teacher education preparation, which is currently being marginalised by new policies increasingly promoting school-based training for teachers in England. Twelve Religious Studies student teachers undertook classroom research during their school teaching practice or practicum (each observing and interviewing three different teachers with the same class with a focus on differentiation). Qualitative data content analysis was used to explore the data. Teacher educators generated data on the reflections of these student teachers. Findings suggest that conducting research was a significant learning event for the student teachers in that their development as researchers helped their appreciation of the importance of differentiation strategies when teaching in diverse classrooms. Further developments for extending the learning opportunities for all involved in teacher education utilising the expertise of the academy are forwarded. A video conference with others undertaking similar research in the USA helped to explore the findings from an international perspective. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1422022 |
| Database: | ERIC |
| Abstract: | This paper takes up ideas from previous research projects which advocate student teachers undertaking research activity as part of their teacher education course. The aim is to strengthen the call for maintaining university input into teacher education preparation, which is currently being marginalised by new policies increasingly promoting school-based training for teachers in England. Twelve Religious Studies student teachers undertook classroom research during their school teaching practice or practicum (each observing and interviewing three different teachers with the same class with a focus on differentiation). Qualitative data content analysis was used to explore the data. Teacher educators generated data on the reflections of these student teachers. Findings suggest that conducting research was a significant learning event for the student teachers in that their development as researchers helped their appreciation of the importance of differentiation strategies when teaching in diverse classrooms. Further developments for extending the learning opportunities for all involved in teacher education utilising the expertise of the academy are forwarded. A video conference with others undertaking similar research in the USA helped to explore the findings from an international perspective. |
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| ISSN: | 2054-5266 |
