“It's important, but I'm not going to keep doing it!”: perceived purposes, learning outcomes, and value of pre-service teacher research among educators and pre-service teachers

Lidewij van Katwijk, Amanda Berry, Ellen Jansen, Klaas van Veen

Research output: Contribution to journalArticleResearchpeer-review

1 Citation (Scopus)

Abstract

Attention to the role of pre-service teacher research in teacher education is growing worldwide. This study compares the perceptions of teacher educators and pre-service teachers about the purposes, learning outcomes, and value of pre-service teacher research in different contexts. Questionnaires and interview data from participants in the Netherlands and Australia, identify an inquiry habit of mind as the most important, valuable outcome of pre-service teacher research. Although pre-service teachers consider research frustrating and stressful, they also acknowledge its value as a communication tool and contributor to teacher identity. Yet few of them expect to conduct research in their future jobs.

Original languageEnglish
Article number102868
Number of pages11
JournalTeaching and Teacher Education
Volume86
DOIs
Publication statusPublished - Nov 2019

Keywords

  • Pre-service teachers
  • Teacher educators
  • Research
  • Inquiry habit of mind

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