ABSTRACT

Teacher education institutes generally assume that practitioner research in teacher education contributes to student teachers’ professional development as well as to school development and generalizable knowledge. As a consequence, the position of student teacher research in teacher education and its goals have become unclear. In this interview study, teacher educators’ perspectives on the goals of practitioner research for student teachers and the relations between these goals were investigated. Teacher educators shared the view that practitioner research can contribute to novice teachers’ professional development, particularly to the development of an inquiry stance. Teacher educators also mentioned several professional development goals and school development goals. The relations between these goals could be characterized as connections and consequences. Teacher educators mainly connected professional development goals and perceived school development goals as a possible consequence of professional development. This study can inform the discussion on the position of student teacher research in teacher education.

摘要

教师教育机构普遍认为教师教育实践研究有助于学生教师的专业发展以及学校发展和普及知识。因此，学生教师研究在教师教育中的地位及其目标变得模糊不清。在本次访谈研究中，调查了教师教育者对学生教师从业者研究目标的看法以及这些目标之间的关系。教师教育者一致认为，实践研究可以促进新教师的专业发展，尤其是探究立场的发展。教师教育工作者还提到了几个专业发展目标和学校发展目标。这些目标之间的关系可以被描述为联系和后果。教师教育者主要将专业发展目标和学校发展目标视为专业发展的可能结果。本研究可以为学生教师研究在教师教育中的地位的讨论提供参考。