Internship Integrated Practitioner Research Projects Foster Student Teachers' Professional Learning and Research Orientation: A Mixed-Methods Study in Initial Teacher Education

Autor/inn/en	Heissenberger-Lehofer, Katharina; Krammer, Georg
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01