Practitioner Research in the Teacher Education’s Curriculum Mariëlle Taks, Machiel Stolk, Martijn Willemse & Fer Boei Windesheim University of Applied Sciences Martijn Willemse, Fer Boei & Ria Kleijnen

A. Research by teachers contributes to their professional development and the improvement of their classroom practices (e.g. Cochran-Smith, 2005; Grossman, 2005). B. Growing attention for research in universities of applied sciences (UAS) on an European level (e.g. Lepori, 2008; De Weert, 2009; Christy & Mentor 2009). Context

Context UAS are not traditionally research intensive universities; Teacher education staff is traditionally recruited from primary and secondary schools, they generally have little research focus and skills (Ham & Kane, 2004; Lepori, 2008); What is needed in order to secure that prospective teachers develop an inquiry habit of mind?

Context In our UAS some of the questions are: 1.What is meant by an inquiry habit of mind in our UAS? 2.How is this incorporated in the curriculum for primary and secondary teacher education? 3.Are the aims of these curricula realized in our student teacher’s bachelor theses?

Explain what we found in literature and our general analysis; Discussion in groups about our findings in relation to your teaching practices; Wrapping up the discussion about a research- teaching nexus. This session

Justice et al. (2007, pag. 202; e.g. Healey, 2005; Lueddeke, 2003): “..refers both to the process of seeking knowledge and new understanding as well as to a method of teaching grounded in this process […] students needed to develop skills appropriate for navigating diverse, complex, and changeable careers.” Inquiry habit of mind

Kroll (2005, p. 179): “Inquiry is a powerful tool that can help teachers problematize the situations that they encounter; they can systematically examine the issues involved and subsequently find solutions that may carry over into more than one situation. Inquiry needs to become a professional habit of mind. [….]Through the cyclical process of raising, refining, and investigating questions, examining data, and making changes in practice, a new or pre-service teacher can be more thoughtful about the decisions she makes with regard to her own practice. Inquiry as a habit of mind contributes to a teacher’s arsenal of reflective practices.” Inquiry habit of mind

Critical approach towards their profession, teaching practice and their roles; Capable of asking critical questions; Willing to postpone your own judgment Exploring for answers (active way, using multiple sources) Experimenting, Dare to experiment Being curious Capable of using different/ multiple sources of information Capable of comparing these sources Capable of starting a dialogue based on the findings Capable of giving one’s opinion Make explicit and explain choices Willing to view your own practice in a holistic way (accepting diversity, taking into account educational needs and adapting teaching practice open to Life long learning Inquiry habit of mind …. Our UAS

The curriculum

General findings about the curriculum Program parts for primary teacher education are integrated in other subjects. In the program for secondary teacher education inquiry preparation is a separated line/subject in the program. Program for Primary Education: year 1-2 research tutored and 3 th 4 th year is research based. Program for Secondary Education all four years following through the research cycle (research oriented/based)

Discussion in groups

PrimarySecondary AB CD EF GH IJ KL MN OP QR ST UV

General findings about the theses Most important similarities between PE and SE bachelor theses: Students conduct their research in their practice, research questions are highly related to their teaching practice. Students find it difficult to relate their findings to their own practice. Student find it difficult to relate their findings to the theoretical framework used. Students have problems analyzing the findings in a valid way. Most important difference between PE and SE bachelor theses: The quality of the PE theses is higher than the SE theses: thoroughness of the problem analysis and conceptual framework, formulation of research questions, a more well thought-out research plan.

Do we need a separate subject or more or less integrated in other subjects? Is delivering a sufficient bachelor thesis a prove of student teacher’s inquiry habit of mind? What exactly is the role and purpose of a thesis: An examination/test or a learning assignment? Dilemma’s

What kind of curriculum design (f.i. Healey) stimulates the right attitude needed for an inquiry habit mind? Dilemma’s

Justice, C. et al. (2007). Inquiry in Higher Education: Reflections and Directions on Course Design and Teaching Methods. Innovations in Higher Education, 31, Kroll, L., R. (2005). Making Inquiry a Habit of Mind: Learning to Use Inquiry to Understand and Improve Practice. Studying Teacher Education, 1 (2), Healey, M. (2005). Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning. In Barnett, R.(Ed.), Reshaping the University: New Relationships between Research, Scholarship and Teaching (pp ). McGraw Hill / Open University Press Some useful references