A new research agenda for teacher education: the value of a partnership approach to classroom-based research

Douglas, Alaster Scott (2015) A new research agenda for teacher education: the value of a partnership approach to classroom-based research. Teacher Education Advancement Network Journal (TEAN), 7 (1). pp. 3-13.

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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.

Item Type: Article
Journal or Publication Title: Teacher Education Advancement Network Journal (TEAN)
Publisher: Unipress
ISSN: 2054-5266
Departments: Faculty of Education, Arts and Business > Institute of Education
Pre 2016 Departments: Faculty of Education, Arts and Business > Research
Depositing User: Alison Jackson
Date Deposited: 15 Jul 2016 08:41
Last Modified: 17 Mar 2017 05:16
URI: http://insight.cumbria.ac.uk/id/eprint/2370

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