Pre-service teachers as members of a collaborative teacher research team: A steady track to extended professionalism?

被引：20
作者：
Willegems, Vicky [1 ]
Consuegra, Els [1 ]
Struyven, Katrien [1 ]
Engels, Nadine [1 ]
机构：
[1] Vrije Univ Brussel, Brussels, Belgium
来源：
TEACHING AND TEACHER EDUCATION | 2018年 / 76卷
关键词：
FIELD EXPERIENCES; EDUCATION; IDENTITY; MODEL; PARTICIPATION; PARTNERS; CONTEXT; WORK;
D O I：
10.1016/j.tate.2018.08.012
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In this study the development of five pre-service teachers' perspectives on their roles as extended professionals in collaborative teacher research is investigated. A multiple case study focuses on three categories of pre-service teachers' perceptions: teacher collaboration, teacher research and pupil-orientation. Results reveal a positive, but complex, development of pre-service teachers' views on engaging in inquiry, becoming a team member and focusing on pupil learning. Findings show that collaborative teacher research offers opportunities to experience a reality of teaching that reflects extended professionalism. The discussion highlights the responsibility of teacher education in constructing deliberate partnerships and a continuous support program. (C) 2018 Elsevier Ltd. All rights reserved.
引用
收藏
页码：126 / 139
页数：14
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