10 SES 04 B, Programmes and Approaches: Teacher as researcher
The aim of this paper is to investigate and reflect on the idea teacher as researcher and different perspectives to it. The perspectives of teacher as a researcher has been given considerable thought in the history of teacher education. According to Zeichner (1983) research based paradigm of teacher education was not common in the US in 1980’s. According to him, there were many teacher education programs relying in behaviorist or master-apprentice models of teacher education. The apparent nature of teachers work and the lack of qualified teachers has sometimes led to political decisions to providing prospective teachers with short qualifying teacher education courses, in which theoretical viewpoints have been given little emphasis while the focus has been in teaching methods (Darling-Hammond, 2008; Hess, 2008). In this view, practicing teachers are objects of research, and not active collaborators or research partners (Babione, 2015, ix). In Finland, the idea has been to provide a university level masters’ education for teachers since 1970, when teacher education became part of universities’ faculties of education. Kansanen (2011) argues that teacher as researcher paradigm is especially apparent in Finnish teacher education in the requirement of teacher students to complete Masters’ thesis and in the amount of studies of research methods included. However, supporting teacher students’ development to become a research oriented practitioner may take different forms. There are different approaches through which the idea of teacher as researcher can be explored. The approaches reflected here are the evidence based practice, teacher inquiry (e.g. Babione, Stringer, Gough, Thomas & Pring, 2015) reflective practice (e.g. Zeichnerin & Liston, 1996) and Scholarhip of teaching and learning (SoTL) (e.g. Boyer, 1990, Kreber & Cranton, 2000). SoTL has been developed recently in the area of higher education and in the context of university teacher development. However, it provides interesting viewpoints through the elaborated contents for reflection ( e.g. Kreber & Cranton, 2000).
Babione, C. (2015). Practitioner teacher inquiry and research. San Fransisco, CA: John Wiley & Sons, Inc. -Jossey-Bass. Barnett, R. (2004). Learning for an unknown future. Higher Education Research & Development 23(3), 247–260. Barnett, R. & Coate, K. (2005). Engaging the Curriculum in Higher Education. Maidenhead: McGraw-Hill/Open University Press. Boyer, E. L. (1990) Scholarship reconsidered: priorities of the professoriate. Princeton, NJ, Carnegie Foundation for the Advancement of Teaching. http://files.eric.ed.gov/fulltext/ED326149.pdf Luettu: 20.12.2015. Cano, F. (2005). Epistemological beliefs and approaches to learning: their change through secondary school and their influence on academic performance. British Journal of Educational Psychology 75(2), 203-221. Darling-Hammond, L. (2008). Knowledge for teaching –What we know? Teoksessa Cochran-Smith, M., Feiman-Nemser, S., McIntyre, J.D. & Demers, K.E. (toim.) Handbook of research on teacher education: Enduring Questions in Changing Contexts. 3rd ed. New York: Routledge, Taylor & Francis Group and the Association of Teacher Educators. Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education Journal of Teacher Education, Vol. 57, (X), 1-15. DOI: 10.1177/0022487105285962 Healey (2005). Curriculum design and the research-teaching nexus. Hess, F.M. (2008). Teacher education and the education of teacher. Teoksessa Cochran-Smith, M., Feiman-Nemser, S., McIntyre, J.D. & Demers, K.E. (toim.) Handbook of research on teacher education: Enduring Questions in Changing Contexts. 3rd ed. New York: Routledge, Taylor & Francis Group and the Association of Teacher Educators. Kansanen, P. (2003). Teacher education in Finland: current models and new developments, in: B. Moon, L. Vlasceanu & L. Barrows (Eds) Institutional approaches to teacher education within higher education in Europe: current models and new development (Bucharest, UNESCO-CEPES). Kansanen, P. (2011). Selected thesis for a sustainable teacher education programme. Orbis Scholae, 5(2), 51-65. Kreber, K & Cranton, P. A. (2000). Exploring the Scholarship of Teaching. The Journal of Higher Education 71 (4), 476-495. Perry, W. G. (1970). Forms of Intellectual and Ethical Development in the College Years: A Scheme New York: Holt, Rinehart, and Winston. Shulman, L. S.. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14. Retrieved from http://www.jstor.org/stable/1175860 Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review 57(1), 1-22. Thomas, G. and Pring, R. (Eds.) (2004). Evidence-based Practice in Education. Open University Press Zeichner, K. (1983). Alternative paradigms of teacher education. Journal of Teacher Education 34, 3-9. Zeichner, K. & Liston, D.P (1987). Teaching student teachers to reflect. Harvard Educational Review 57 (1).
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
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Network 4. Inclusive Education
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