Název: Initial teacher education and the relationship with research : student teachers' perspectives
Zdrojový dokument: Studia paedagogica. 2020, roč. 25, č. 2, s. [161]-179
Rozsah
[161]-179
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2020-2-8
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/142792
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
During the past few years, higher education institutions have been working to strengthen the link between research and teaching, which is widely referred to as the research–teaching (RT) nexus. This nexus is important because engagement with research is a distinctive feature of learning in higher education and because, in the specific case of teacher education, it is a crucial element for the professional development of teachers, contributing to enhancing their professional practices and, at the same time, improving the status of the teaching profession. The aim of this paper is to identify the perspectives of student teachers regarding the RT nexus within initial teacher education. To accomplish this, data were collected through semi-structured group interviews with Portuguese and English student teachers in different initial teacher education programmes in order to highlight their perspectives and their contributions to understanding and strengthening the RT nexus. The analysis shows that national contexts play a significant role in the way initial teacher education programmes are organized, the way research is valued, and, consequently, how student teachers are engaged with research.
Reference
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[4] Boyd, P. (2014). Using 'modelling' to improve the coherence of initial teacher education. In P. Boyd, A. Szplit, & Z. Zbróg (Eds.), Teacher educators and teachers learning: International perspectives (pp. 51–73). Libron.
[5] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa | DOI 10.1191/1478088706qp063oa
[6] Brew, A. (2003). Teaching and research: New relationships and their implications for inquirybased teaching and learning in higher education. Higher Education Research and Development, 22(1), 3–18. https://doi.org/10.1080/0729436032000056571 | DOI 10.1080/0729436032000056571
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[10] Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604. https://doi.org/10.1177/003172171109200622 | DOI 10.1177/003172171109200622
[11] Dotta, L., & Lopes, A. (2015). Climas de formação: Construção de um quadro conceitual adequado ao estudo da formação de profissionais na educação superior/Education climates: Construction of a conceptual framework suitable to study the training of professionals in higher education. Revista Diálogo Educacional, 15(44), 197–221. http://dx.doi.org/10.7213/rde.v15i44.5110 | DOI 10.7213/dialogo.educ.15.044.AO01
[12] Dunne, E., & Zandstra, R. (2011). Students as change agents. New ways of engaging with learning and teaching in higher education. Escalate.
[13] Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x | DOI 10.1111/j.1365-2648.2007.04569.x
[14] Eurydice. (2011). Teaching reading in Europe: Contexts, policies and practices. EACEA.
[15] Evans, L. (2010). Developing the European researcher: 'Extended' professionality within the Bologna Process. Professional Development in Education, 36(4), 663–677. https://doi.org/10.1080/19415251003633573 | DOI 10.1080/19415251003633573
[16] Flores, M. A. (2017). Contributos para (re)pensar a formação de professores. In CNE (Ed.), Lei de bases do sistema educativo. Balanço e prospetiva, Volume II (pp. 773–810). Conselho Nacional de Educação.
[17] Fung, D. (2017). A connected curriculum for higher education. UCL Press.
[18] Furlong, J. (2013). Globalisation, neoliberalism, and the reform of teacher education in England. The Educational Forum, 77(1), 28–50. https://doi.org/10.1080/00131725.2013.739017 | DOI 10.1080/00131725.2013.739017
[19] Gale, H. (2011). The reluctant academic: Early-career academics in a teaching-orientated university. International Journal for Academic Development, 16(3), 215–227. https://doi.org/10.1080/1360144X.2011.596705 | DOI 10.1080/1360144X.2011.596705
[20] Geraldo, J., Trevitt, C., Carter, S., & Fazey, J. (2010). Nexus in undergraduate education: Spanish laws pre-and post-Bologna. Educational Research Journal, 9(1), 81–91. https://doi.org/10.2304/eerj.2010.9.1.81 | DOI 10.2304/eerj.2010.9.1.81
[21] Gore, J., Lloyd, A., Smith, M., Bowe, J., Hywel, E., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of quality teaching rounds. Teaching and Teacher Education, 68, 99–113. https://doi.org/10.1016/j.tate.2017.08.007 | DOI 10.1016/j.tate.2017.08.007
[22] Griffioen, D. (2013). Research in higher professional education: A staff perspective. University of Amsterdam.
[23] Griffiths, R. (2004). Knowledge production and the research–teaching nexus: The case of the built environment disciplines. Studies in Higher Education, 29(6), 709–726. https://doi.org/10.1080/0307507042000287212 | DOI 10.1080/0307507042000287212
[24] Halcomb, E. J., & Davidson, P. M. (2006). Is verbatim transcription of interview data always necessary? Applied Nursing Research, 19(1), 38–42. https://doi.org/10.1016/j.apnr.2005.06.001 | DOI 10.1016/j.apnr.2005.06.001
[25] Hammersley, M. (1997). Educational Research and teaching: A response to David Hargreaves' TTA lecture. British Educational Research Journal, 23(2), 141–161. https://doi.org/10.1080/0141192970230203 | DOI 10.1080/0141192970230203
[26] Hargreaves, D. H. (1997). In defence of research for evidence-based teaching: A rejoinder to Martyn Hammersley. British Educational Research Journal, 23(4), 405–419. https://doi.org/10.1080/0141192970230402 | DOI 10.1080/0141192970230402
[27] Healey, M. (2005). Linking research and teaching to benefit student learning. Journal of Geography in Higher Education 29(2), 183–201. https://doi.org/10.1080/03098260500130387 | DOI 10.1080/03098260500130387
[28] Healey, M., & Jenkins, A. (2006). Strengthening the teaching research linkage in undergraduate courses and programs. New Directions for Teaching & Learning, 107, 43–53. https://doi.org/10.1002/tl.244 | DOI 10.1002/tl.244
[29] Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. The Higher Education Academy.
[30] Ivan, S. (2011). The new paradigm of higher education in the knowledge society. Journal Plus Education, 7(2), 46–59. https://doi.org/10.1108/10748120810901422 | DOI 10.1108/10748120810901422
[31] Kay, J., Dunne, E., & Hutchinson, J. (2010). Rethinking the values of higher education – students as change agents? Quality Assurance Agency for Higher Education (QAA).
[32] Lopes, A., Boyd, P., Andrew, N., & Pereira, F. (2014). The research-teaching nexus in nurse and teacher education: Contributions of an ecological approach to academic identities in professional fields. Higher Education, 68(2), 167–183. https://doi.org/10.1007/s10734-013-9700-2 | DOI 10.1007/s10734-013-9700-2
[33] Matthews, K. E., Dwyer, A., Hine, L., & Turner, J. (2018). Conceptions of students as partners. Higher Education, 76(6), 957–971. https://doi.org/10.1007/s10734-018-0257-y | DOI 10.1007/s10734-018-0257-y
[34] McLean, M., & Barker, H. (2004). Students making progress and the 'research-teaching nexus' debate. Teaching in Higher Education, 9(4), 407–419. https://doi.org/10.1080/1356251042000252354 | DOI 10.1080/1356251042000252354
[35] Patton, M. Q. (2015). Qualitative research and evaluation methods: Integrating theory and practice (4th ed). SAGE.
[36] Pereira, F., Lopes, A., & Marta, M. (2015). Being a teacher educator: Professional identities and conceptions of professional education. Educational Research, 57(4), 451–469. https://doi.org/10.1080/00131881.2015.1078142 | DOI 10.1080/00131881.2015.1078142
[37] Rasmussen, J., & Bayer, M. (2014). Comparative study of teaching content in teacher education programmes in Canada, Denmark, Finland and Singapore. Journal of Curriculum Studies, 46(6), 798–818. https://doi.org/10.1080/00220272.2014.927530 | DOI 10.1080/00220272.2014.927530
[38] Reis-Jorge, J. (2005). Developing teachers' knowledge and skills as researchers: A conceptual framework. Asia-Pacific Journal of Teacher Education, 33(3), 303–319. https://doi.org/10.1080/13598660500286309 | DOI 10.1080/13598660500286309
[39] Robertson, J. (2007). Beyond the 'research/teaching nexus': Exploring the complexity of academic experience. Studies in Higher Education, 32(5), 541–556. https://doi.org/10.1080/03075070701476043 | DOI 10.1080/03075070701476043
[40] Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Education Policy, 16(2), 149–161. https://doi.org/10.1080/02680930116819 | DOI 10.1080/02680930116819
[41] Saunders, R. (2014). Effectiveness of research-based teacher professional development. Australian Journal of Teacher Education, 39(4), 166–184. http://dx.doi.org/10.14221/ajte.2014v39n4.10 | DOI 10.14221/ajte.2014v39n4.10
[42] Schön, A. D. (2000). Educando o profissional reflexivo: Um novo design para o ensino e a aprendizagem. ArtMed.
[43] Sousa, R. T., Lopes, A., & Boyd, P. (2018). Research: An insight on how it is valued by Portuguese and English teacher educators. Teaching Education, 30(4), 393–414. https://doi.org/10.1080/10476210.2018.1495704 | DOI 10.1080/10476210.2018.1495704
[44] Sterenberg, G., O'Connor, K., Donnelly, A., & Drader, R. (2018). Research assistants' experiences of participating in a partnership learning community for learning and teaching in higher education. International Journal for Students as Partners, 2(1), 97–111. https://doi.org/10.15173/ijsap.v2i1.3196 | DOI 10.15173/ijsap.v2i1.3196
[45] Taylor, J. (2008). The teaching–research nexus and the importance of context: A comparative study of England and Sweden. Compare, 38(1), 53–69. https://doi.org/10.1080/03057920701467792 | DOI 10.1080/03057920701467792
[46] Taylor, P., & Wilding, D. (2009). Rethinking the values of higher education – The student as collaborator and producer? Undergraduate research as a case study. The Quality Assurance Agency for Higher Education (QAA). www.qaa.org.uk/students/studentEngagement/Undergraduate.pdf
[47] Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press.
[48] Wenger, E. (2007). Communities of practice. A brief introduction. https://pdfs.semanticscholar.org/84d6/e4deccf799fbc18c6a2b7a86911e62cbe78d.pdf?_ga=2.196535084.1028005742.1583150687-2143048782.1579177239
[49] Willcoxson, L., Manning, M. L., Johnston, N., & Gething, K. (2011). Enhancing the researchteaching nexus: Building teaching-based research from research-based teaching. International Journal of Teaching and Learning in Higher Education, 23(1), 1–10.
[50] Wood, D. (2009). Challenges to strengthening the teaching and research nexus in the firstyear undergraduate curriculum. The International Journal of Learning, 15(12), 111–120. https://doi.org/10.18848/1447-9494/CGP/v15i12/46051 | DOI 10.18848/1447-9494/CGP/v15i12/46051
[51] Zabalza, M. A. (2004). O ensino universitário: Seu cenário e seus protagonistas. Artmed.
[52] Zeichner, K. (1993). A formação reflexiva de professores: Ideias e práticas. Educa.
[53] Zeichner, K. (2003). Teacher research as professional development for P–12 educators in the USA. Educational Action Research, 11(2), 301–326. https://doi.org/10.1080/09650790300200211 | DOI 10.1080/09650790300200211