Student Teachers’ Research Skills as Experienced in their Educational Training

Brinkman, Fred; Rens, Eva

doi:10.1080/0261976990220109

Cited by 9 publications

(3 citation statements)

References 1 publication

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“…Gitlin and colleagues (1999) state that student teachers' conceptions of research should form the basis for research-based teacher education and pave the way for making research a part of teacher education. One possibility is combining research activities with practical experience through a research project completed as part of teaching practice (Brinkman & van Rens, 1999). This would also serve to strengthen the skills needed for professional development and lifelong learning.…”

Section: The Origins Of Teachers' Knowledgementioning

confidence: 99%

Physics Teacher Knowledge Aimed in Pedagogical Studies in Finland and in South Korea

Krzywacki

Kim

Lavonen

2016

EURASIA J MATH SCI T

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This paper analyzes the pedagogical studies of Finnish and South Korean physics teacher education programs that guide teacher educators to support student teachers' to build readiness for acting as professional teachers in a secondary school classroom. Research on the domains and origin of teachers' professional knowledge provides a framework for analyzing the programs and the potential support of the program for becoming a professional teacher. First, the aims of the pedagogical studies are categorized, resulting in ten themes that characterize the programs. Second, the programs are analyzed in the framework domains of teacher knowledge and the origins the knowledge is suggested to learn. The domains of knowledge include the knowledge needed in consuming and producing educational research, general pedagogical knowledge, and pedagogical content knowledge. Distribution among the four domains of teacher knowledge varies in Finnish and South Korean programs, reflecting the differences in the national education cultures. Pedagogical studies in Korean physics teacher education are more theoretically oriented than their Finnish counterparts. However, the Finnish and Korean programs do bear similarities, such as an emphasis on reflection and a research orientation, as a part of their pedagogical studies.

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Section: The Origins Of Teachers' Knowledgementioning

confidence: 99%

Physics Teacher Knowledge Aimed in Pedagogical Studies in Finland and in South Korea

Krzywacki

Kim

Lavonen

2016

EURASIA J MATH SCI T

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“…Brinkman and Van Rens (1999),,Gadsby and Cronin (2012),Sozbilir (2007) Professional Professional focus(8)Erixon Arreman and Erixon (2017), Escobar Urmeneta (2013),Gadsby and Cronin (2012),Halbach (2016),Ion and Iucu (2016),Wyatt (2011), Lund Nielsen (2015),Maaranen (2010) …”

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confidence: 99%

Professional formation and the final thesis in European teacher education: a fusion of academic and professional orientation

Råde

2018

Education Inquiry

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This paper deals with possibilities and difficulties involved in the integration of academic and professional goals in two final thesis models in European teacher education, the thesis model and the portfolio model. The methodology used is a review of relevant research articles. The thesis model was identified in 19 articles and the portfolio model in 41 articles. Five dimensions were found to promote the integration of the two kinds of goals while four hamper this integration. The dimensions identified are similar in the two models. The implications of this result for future teachers are discussed using the concepts of vertical and horizontal discourses. One such implication is that teacher education should use the adaptive function of the final thesis in a more developed way in order to strengthen the fusion of academic and professional orientation in the education.

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“…For years, the need has been stressed to prepare educators to do various research tasks: aiming to self-progress as well as progress of institutions they work for and processes that undergo there (Brinkman & van Rens, 1999;Dobber et al, 2012;van der Linden et al, 2015). It has been noted that combining research with teaching is essential (Brew & Boud, 1995).…”

Section: Teaching and Research Introductionmentioning

confidence: 99%

Teaching and Research: Implications for Active Learning in Higher Education

Korzeniecka-Bondar¹,

Kunat²

2020

kie

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The paper presents practical execution of a course The Qualitative Research Methods at the two-year master's programs 3+2 (MA) in pedagogy at the Faculty of Education of University of Białystok, conducted according to premises of research-based learning (RBL). The aim of The Qualitative Research Methods is to develop research competence of students in the area of designing, conducting and reporting qualitative research. During classes the students prepare team projects of qualitative research dealing with their everyday life. The paper presents the results of analysis of 161 projects of qualitative research done over three-year period (2017)(2018)(2019)(2020). Methodological premises done by the students at the stage of research planning were reconstructed: 1) the topic of research; 2) the subject and the goals of research; 3) motivation of a subject choice; 4) research problems. The analysis allowed to establish that linking research with teaching enables students to gain knowledge of: 1) conducting scientific research; 2) the scientific field they study as well as the fields related to it; 3) team work (including one dealing with executing and presenting the scientific research); 4) themselves as researchers.

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Student Teachers’ Research Skills as Experienced in their Educational Training

Cited by 9 publications

References 1 publication

Physics Teacher Knowledge Aimed in Pedagogical Studies in Finland and in South Korea

Physics Teacher Knowledge Aimed in Pedagogical Studies in Finland and in South Korea

Professional formation and the final thesis in European teacher education: a fusion of academic and professional orientation

Teaching and Research: Implications for Active Learning in Higher Education

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