'It's Definitely Part of Who I Am in the Role'. Developing Teachers' Research Engagement through a Subject-Specific Master's Programme

Autor/inn/en	Woore, Robert; Mutton, Trevor; Molway, Laura
Titel	'It's Definitely Part of Who I Am in the Role'. Developing Teachers' Research Engagement through a Subject-Specific Master's Programme
Quelle	In: Teacher Development, 24 (2020) 1, S.88-107 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Molway, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2019.1693421
Schlagwörter	Masters Programs; Teacher Researchers; Language Teachers; Second Language Instruction; Teacher Attitudes; Modern Languages; Instructional Effectiveness; Self Efficacy; Teacher Characteristics; Research Skills; Teacher Education; Educational Benefits; Foreign Countries; Time Management; Professional Continuing Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Lehrerforschung; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Lehrerverhalten; Gegenwartssprache; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Forschungsleistung; Lehrerausbildung; Lehrerbildung; Bildungsertrag; Ausland; Zeitmanagement; Berufsfeldbezogener Unterricht; Weiterbildung
Abstract	In 2014, the final report of the British Educational Research Association and Royal Society for the Arts Inquiry called for teachers to engage both with and in research as a core part of their professional role. After considering some of the reasoning and evidence underpinning this ambition, the authors explore one way in which it might be realised: namely, through a Master's course in teachers' professional learning with a strong component of practitioner research. To do so, they present three case studies of Modern Foreign Languages teachers who have recently completed such a course, investigating the participants' perceptions of both (a) the benefits and drawbacks of the course in terms of their professional learning, and (b) any facilitators and barriers they encountered when completing it. The findings support existing evidence for the positive impact of research engagement on teachers' perceptions of their competence and efficacy. They conclude with a series of personal characteristics that seem likely to support individual teachers' engagement with and in research, and by offering some recommendations for schools, university-based teacher educators and policymakers in terms of how such engagement might be effectively supported. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01