ABSTRACT

Research-intensive teacher education programmes aim to educate teachers to work in an inquiry-based manner, meaning that they should be able to use and conduct research to reflect on their teaching. Little is known, however, about how graduates of these programmes function and develop as teachers. In this study seven graduates of Dutch academic teacher education programmes were followed to investigate how their inquiry-based working developed during their first years of teaching. Interviews were conducted with these graduates and their school leaders over three subsequent years. Their involvement in inquiry-based working was found to shift from the classroom level to the school organisational level, with this shift being dependent on individual and organisational conditions. The results suggest ways to support teachers’ professional development in inquiry-based working.

摘要

研究密集型教师教育计划旨在教育教师以探究式的方式工作，这意味着他们应该能够使用和进行研究来反思他们的教学。然而，关于这些项目的毕业生如何作为教师发挥作用和发展，人们知之甚少。在这项研究中，跟踪了七名荷兰学术教师教育项目的毕业生，以调查他们在教学的第一年如何发展基于探究的工作。在随后的三年里，我们对这些毕业生和他们的学校领导进行了采访。他们发现，他们对基于探究的工作的参与从课堂层面转移到学校组织层面，这种转变取决于个人和组织条件。