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Autor/inn/enBaan, Jan; Gaikhorst, Lisa; Volman, Monique
TitelStimulating Teachers' Inquiring Attitude in Academic and Professional Teacher Education Programmes
QuelleIn: European Journal of Teacher Education, 43 (2020) 3, S.352-367 (16 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Baan, Jan)
ORCID (Gaikhorst, Lisa)
ORCID (Volman, Monique)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0261-9768
DOI10.1080/02619768.2019.1693994
SchlagwörterInquiry; Preservice Teacher Education; Student Teachers; Student Attitudes; Theory Practice Relationship; Foreign Countries; Comparative Analysis; Student Research; Netherlands
AbstractThis study investigated differences between the inquiring attitudes of student teachers who followed an academic programme and student teachers who followed a professional programme in teacher education. Differences between students were assessed through a survey among 260 students and interviews with nine students. Differences between the curricula of both programmes were explored through a curriculum analysis. In particular, academic students appeared to have a more inquiring attitude than professional students. They had a more critical attitude towards classroom situations and a higher motivation to use and perform research. Teacher research was integrated in the curricula of both academic and professional programmes. However, the academic programme addressed a larger variety of forms of research and the focus on research was more consistent throughout the programme than in the professional programme. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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