American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2014, 2(8), 585-591
DOI: 10.12691/education-2-8-4
Open AccessArticle

Becoming Teachers, Becoming Researchers: a Case Study

Charly Ryan1,

1Faculty of Education, Health and social care, University of Winchester, SO22 4NR, UK

Pub. Date: July 24, 2014

Cite this paper:
Charly Ryan. Becoming Teachers, Becoming Researchers: a Case Study. American Journal of Educational Research. 2014; 2(8):585-591. doi: 10.12691/education-2-8-4

Abstract

This paper presents a case study of a group in initial primary teacher education students becoming researchers of their peers’ course experiences of school – university links. The connection between university teacher preparation programmes and work in school is a well-researched area with suggestions that there is a marked disconnect between the two. The project took an emergent approach to learning researching through carrying out a research project. Unlike many studies, both students and tutors were able to identify a range of links between their work in school and work in the university. Outcomes are presented for the becoming teachers as becoming researchers and as becoming teachers, as well as for the programme as a whole.

Keywords:
student researcher reflective practice initial teacher education

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Avalos, B., Teacher professional development in Teaching and Teacher Education over ten years, Teaching and Teacher Education, 27 10-20. 2003.
 
[2]  Beauchamp, G., Clarke, L., Hulme, M., and Murray, J. Research and Teacher Education: The BERA-RSA inquiry. Policy and Practice within the United Kingdom. Project Report. British Educational Research Association, London, 2013.
 
[3]  Brookfield, S. D. and Preskill, S. Discussion as a way of teaching: tools and techniques for university teachers, Society for Research into Higher Education and the Open University, Buckingham, 1999.
 
[4]  Chambers, R., Participatory Workshops: a sourcebook of 21 sets of ideas and activities, Earthscan, London 2002.
 
[5]  Clarke, H., Bridget Egan, B., Fletcher, L. and Ryan, C., Creating case studies of practice through appreciative inquiry, Educational Action Research: an International Journal 14 (3) 407-422. 2006.
 
[6]  Claxton, G., Expanding the Capacity to Learn: A new end for education? British Educational Research Association Annual Conference 6 September 2006 Warwick University, 2006.
 
[7]  Carr, W. and Kemmis, S. Becoming Critical, Falmer Press Lewes. 1986
 
[8]  Claxton, G. Chambers, M. Powell, G. and Lucas B., The Learning Powered School-Pioneering 21st Century Education, TLO, Bristol. 2011.
 
[9]  Cordingley, P. Research and Teacher Education: the BERA-RSA Inquiry: The contribution of research to teachers’ professional learning and development, CUREE, Warwick 2013, at http://www.curee-paccts.com/files/shared/BERA%20Paper%205%20Continuing%20professional%20development%20and%20learning.pdf (accessed 23/05/2014).
 
[10]  Cordingley, P. and Bell, M., Transferring learning and taking innovation to scale, CUREE, Warwick. 2007
 
[11]  Dunne, L. and Zandstra, R., ESCalate, Students as Change Agents-New ways of engaging with learning and teaching in Higher Education, University of Exeter/ESCalate/Higher Education Academy Publication. 2011. Available at http://www.cumbria.ac.uk/Public/Education/Documents/Research/ESCalateDocuments/StudentAsChangeAgents.pdf
 
[12]  Elliott, J. Action research for Educational Change, Open University Press, Milton Keynes. 1991.
 
[13]  Elliott J and Adelman C (no Date) Developing Hypotheses about Informal learning, Norwich, CARE see also the version available at http://ndsg.org/monographs/NDSG_1976_Elliott_Developing_Hypotheses.pdf
 
[14]  Eraut, M., Learning from Other People in the Workplace, Oxford Review of Education, 33 (4) 403-422. 2007.
 
[15]  Fielding, M. Beyond “voice”: new roles, relations and contexts in researching with young people, Discourse: Studies in the Cultural Politics of Education 28 (3) 301-310. 2013.
 
[16]  Gawker, M., Useful Tools for Engaging Young People in Participatory evaluation, UNICEF CEE/CIS. 2005.
 
[17]  Hargreaves, D. H., The knowledge-creating school, British Journal of Educational Studies, 47: 122-144. 1999.
 
[18]  Hatton, N. and Smith, D. (1995) Reflection in teacher education: Towards definition and implementation, Teaching and Teacher Education, 11 (1) 33-49. January 1995.
 
[19]  HEA, Dimensions of Student Engagement, HEA York. 2012 at accessed 29/11/12
 
[20]  http://www.heacademy.ac.uk/resources/detail/studentengagement/Dimensions_student_engagement
 
[21]  Hargreaves, D.H. 1999. The knowledge creating school. British Journal of Educational Studies 47, no. 2: 122-44.
 
[22]  Kreber, C. Authenticity in and through Teaching in Higher Education, Routledge, London. 2013.
 
[23]  Korthagen, K., Loughran, J. and Russell, T., Developing fundamental principles for teacher education programs and practices, Teaching and Teacher Education, 22 (8) 1020-1041. 2006.
 
[24]  Larrosa, J., "Conferencia: La experiencia y sus lenguajes." Serie <<Encuentros y seminarios>>, en línea: http://www.me.gov.ar/curriform/publica/oei_20031128/ponencia_larrosa.pdf. 2009, Accessed 29/05/2014.
 
[25]  MacLellan, E. How reflective is the academic essay? Studies in Higher Education, 29:1, 75-89. 2004.
 
[26]  Mercer, J., The challenges of insider research in educational institutions: wielding a double‐edged sword and resolving delicate dilemmas, Oxford Review of Education, 33:1, 1-17. 2009.
 
[27]  OECD, Attracting, developing and retaining effective teachers, OECD, Paris. 2005
 
[28]  From http://www.oecd.org/document/9/0,2340,en_2649_34521_11969545_1_1_1_1,00.html.
 
[29]  Reason, P. and Bradbury, H. (Eds.) Handbook of Action Research Participative Inquiry and Practice, London Sage Publications. 2001.
 
[30]  Reynolds, M., Reflective practice: origins and interpretations, Action Learning: Research and Practice, 8:1, 5-13. 2011.
 
[31]  Ryan, C., Falando e escrevendo sobre a criação do currículo e a formação dos professores, [Talking and writing teacher-curriculum-development] Leitura 59 pp 4-16. 2012.
 
[32]  Ryan, C., Becoming a teacher of primary science: integrating theory and practice, Teachers and Teaching: Theory and Practice, 9 (4) pp 333-350. 2003.
 
[33]  Samuels, M. N. and Betts, J. Crossing the threshold from description to deconstruction and reconstruction: using self-assessment to deepen reflection. Reflective Practice, 8 (2). pp. 269-283. 2007.
 
[34]  Shulman L.S. & Shulman J.H., How and what teachers learn: a shifting perspective, Journal of Curriculum Studies, 36:2, 257-271. 2004.
 
[35]  Tandon, R., In Search of Relevance: Higher Education for Participatory Research and Sustainable Development, in Reinventing Higher Education: Toward Participatory and Sustainable Development, Bangkok: UNESCO Bangkok, 42-50. 2008 at http://unesdoc.unesco.org/images/0016/001631/163155e.pdf accessed 24/05/2013.
 
[36]  TDA, Handbook of Guidance, London, TDA, London. 2006.
 
[37]  Thomson, P. & Gunter, H., From ‘consulting pupils’ to ‘pupils as researchers’: a situated case narrative, British Educational Research Journal, 32:6, 839-856. 2006.
 
[38]  Ward, J. R., & McCotter, S. S. Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education, 20, 243-257. 2006.
 
[39]  Zeichner K.M., Rethinking the connections between campus courses and field experiences in College-and University-based teacher education, Journal of Teacher Education, 61 (1-2) pp 89-99. 2010.
 
[40]  Zeichner, K., Research on teacher thinking and different views of reflective practice in teaching and teacher education, in Teachers' Minds and Actions: Research on Teachers' Thinking and Practice, Handal, P.G. and Vaage, S. Routledge, London, 11-28, 1994.
 
[41]  Zeichner, K. and Liu Y., A critical analysis of reflection as a goal for teacher education. In N. Lyons (Ed.). Handbook of Reflective Inquiry. Springer, New York. 2010.