Engaging with Research through Practitioner Enquiry: The Perceptions of Beginning Teachers on a Postgraduate Initial Teacher Education Programme

Autor/inn/en	Hulse, Bethan; Hulme, Rob
Titel	Engaging with Research through Practitioner Enquiry: The Perceptions of Beginning Teachers on a Postgraduate Initial Teacher Education Programme
Quelle	In: Educational Action Research, 20 (2012) 2, S.313-329 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2012.676310
Schlagwörter	Foreign Countries; Action Research; Preservice Teacher Education; Beginning Teachers; Educational Policy; Educational Research; Masters Programs; Teacher Researchers; Professional Identity; Secondary Education; Teacher Education Curriculum; Questionnaires; Student Projects; Curriculum Implementation; Interviews; Focus Groups; Instructional Effectiveness; Student Teachers; Research Skills; Student Research; International Education; Finland; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Projektforschung; Lehramtsstudiengang; Lehrerausbildung; Junior teacher; Junglehrer; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Magister course; Magisterstudiengang; Lehrerforschung; Sekundarbereich; Fragebogen; Schulprojekt; Interviewing; Interviewtechnik; Unterrichtserfolg; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Forschungsleistung; Studentenforschung; Internationale Erziehung; Finnland
Abstract	This study focuses on the perceptions of student-teachers towards their engagement in small-scale research projects undertaken whilst on a one-year postgraduate initial teacher education programme. We present an institutional response to national and international policy agendas regarding the place of research within initial teacher education at master's level, focusing on the role of practitioner enquiry in facilitating a critical engagement with practice. The paper concludes that practitioner enquiry offers a potentially powerful and illuminating way of exploring emerging professional identity and asserting agency in beginning teachers. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10