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Autor/inn/en | Heissenberger-Lehofer, Katharina; Krammer, Georg |
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Titel | Internship Integrated Practitioner Research Projects Foster Student Teachers' Professional Learning and Research Orientation: A Mixed-Methods Study in Initial Teacher Education |
Quelle | In: European Journal of Teacher Education, 46 (2023) 3, S.456-475 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Heissenberger-Lehofer, Katharina) ORCID (Krammer, Georg) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0261-9768 |
DOI | 10.1080/02619768.2021.1931112 |
Schlagwörter | Student Teachers; Preservice Teacher Education; Student Teacher Attitudes; Theory Practice Relationship; Research; Student Centered Learning; Elementary School Teachers; Communication Skills; Foreign Countries; Austria Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Theorie-Praxis-Beziehung; Forschung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kommunikationsstil; Ausland; Österreich |
Abstract | Practitioner research as one approach of research-based learning in teacher education aims at the enhancement of student teachers' professional learning and research orientation. As current research does not provide sufficiently detailed and generalisable findings about the effects of internship integrated practitioner research, the present mixed-methods study combines qualitative and quantitative methods to deliver valuable insights. Content analysis of qualitative data of a first survey (n = 312) shows that student teachers solely report a development of their practise and do not report effects on their research orientation when openly asked. Factor analysis of quantitative data of a second survey (n = 124) with closed questions about practise- and research-orientated effects reveals four overarching factors: structuring of teaching, researching, communicating during teaching, and learner centred teaching. Results of the second survey demonstrate benefits in all factors. The findings provide indications that professional learning and research orientation is related to practitioner research. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |