TY - JOUR
T1 - A mixed methods study into the development of teacher-researchers’ research knowledge
AU - Leuverink, Kitty
AU - Aarts, Rian
PY - 2019
Y1 - 2019
N2 - This article reports on a mixed methods study into the development of research knowledge of secondary education teachers conducting research in the context of a professional development program. 26 teachers of 12 schools in the Netherlands participated in the study. Data were collected by using questionnaires, interviews, concept maps, oral tests and logbooks. Findings show a positive research knowledge development in teacher-researchers after following a one-year course in teacher research. This development was not only found in teachers’ self-reports, but was also measured by tests. In the process of research knowledge development, teacher-researchers mainly have difficulties with formulating research questions, developing research instruments, and reporting about their research.
AB - This article reports on a mixed methods study into the development of research knowledge of secondary education teachers conducting research in the context of a professional development program. 26 teachers of 12 schools in the Netherlands participated in the study. Data were collected by using questionnaires, interviews, concept maps, oral tests and logbooks. Findings show a positive research knowledge development in teacher-researchers after following a one-year course in teacher research. This development was not only found in teachers’ self-reports, but was also measured by tests. In the process of research knowledge development, teacher-researchers mainly have difficulties with formulating research questions, developing research instruments, and reporting about their research.
U2 - 10.5296/ijld.v9i2.14774
DO - 10.5296/ijld.v9i2.14774
M3 - Article
SN - 2164-4063
JO - International Journal of Learning and Development
JF - International Journal of Learning and Development
ER -