ABSTRACT

Internationally, the attention to pre-service teacher research and inquiry in teacher education is growing. In the Netherlands, pre-service teacher research has been a compulsory component of primary teacher education for a decade. The assumption is that such research can help ‘future-proof’ teachers. This study examines the relationships among the quality of inquiry, the quality of teaching and pre-service teachers’ perception of this research. Scores for assessments of graduating pre-service teachers (N=650) and a survey (n=236) were used as measurements. The findings indicate positive perceptions of practitioner research and a positive correlation between the quality of inquiry and quality of teaching. Using these data, the study identifies four profiles of pre-service teachers, differentiated by their perceived learning outcomes.

摘要

在国际上，教师教育中对职前教师研究和探究的关注日益增长。在荷兰，职前教师研究十年来一直是小学教师教育的必修组成部分。我们的假设是，此类研究可以帮助“面向未来”的教师。本研究探讨了探究质量、教学质量和职前教师对本研究的看法之间的关系。使用即将毕业的职前教师评估分数（N = 650）和调查分数（n = 236）作为衡量标准。研究结果表明人们对实践研究持积极态度，探究质量与教学质量之间存在正相关关系。利用这些数据，该研究确定了四种职前教师的概况，并根据他们感知的学习成果进行区分。