The Contribution of Graduation Research to School Development: Graduation Research as a Boundary Practice

Autor/inn/en	Snoek, Marco; Bekebrede, Judith; Hanna, Fadie; Creton, Theun; Edzes, Hester
Titel	The Contribution of Graduation Research to School Development: Graduation Research as a Boundary Practice
Quelle	In: European Journal of Teacher Education, 40 (2017) 3, S.361-378 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2017.1315400
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Student Research; Cooperative Programs; Research Projects; Elementary School Curriculum; Graduation Requirements; Qualitative Research; Questionnaires; Focus Groups; Case Studies; Ownership; Research Methodology; Educational Practices; Educational Improvement; Research Utilization; Holistic Approach; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Studentenforschung; Forschungsvorhaben; Abschlussordnung; Qualitative Forschung; Fragebogen; Case study; Fallstudie; Case Study; Eigentum; Research method; Forschungsmethode; Bildungspraxis; Teaching improvement; Unterrichtsentwicklung; Forschungsumsetzung; Holistischer Ansatz; Ausland; Niederlande
Abstract	When teaching is considered as a collaborative activity, the aim of research projects in schools needs to exceed the individual and personal levels and aim to contribute to research-informed reflection of a team of teachers. Within this multiple case study, we adapted the graduation research project within a primary teacher education programme, trying to bridge the personal level (where student-teachers show their individual competence) and the collaborative level (where the graduation research project aims to inspire practice of several teachers within a school). In this redesign of the graduation research project, the concepts of boundary activity, ownership, meaningfulness and dialogue were helpful. However, our study shows that connecting graduation research projects with school development is not just a matter of redesigning a part of the curriculum, but that it requires new perspectives and new qualities of student-teachers, research supervisors from the university and actors within the school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01