Engaging with research through practitioner enquiry: the perceptions of beginning teachers on a postgraduate initial teacher education programme

This study focuses on the perceptions of student-teachers towards their engagement in small-scale research projects undertaken whilst on a one-year postgraduate initial teacher education programme. We present an institutional response to national and international policy agendas regarding the place...

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Bibliographic Details
Published inEducational action research Vol. 20; no. 2; pp. 313 - 329
Main Authors Hulse, Bethan, Hulme, Rob
Format Journal Article
LanguageEnglish
Published Routledge 01.06.2012
Subjects
Action Research
Beginning Teachers
Curriculum Implementation
Educational Policy
Educational Research
England
Europe
Finland
Focus Groups
Foreign Countries
Graduates
initial teacher education
Instructional Effectiveness
International Education
Interviews
master's level
Masters Programs
Perceptions
practitioner enquiry
Preservice Teacher Education
Professional Identity
Professional training
Questionnaires
Research Skills
Secondary Education
Student Projects
Student Research
Student Teachers
Teacher Education Curriculum
Teacher Researchers
Teachers
Work roles
United Kingdom (England)
Finland
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Summary:This study focuses on the perceptions of student-teachers towards their engagement in small-scale research projects undertaken whilst on a one-year postgraduate initial teacher education programme. We present an institutional response to national and international policy agendas regarding the place of research within initial teacher education at master's level, focusing on the role of practitioner enquiry in facilitating a critical engagement with practice. The paper concludes that practitioner enquiry offers a potentially powerful and illuminating way of exploring emerging professional identity and asserting agency in beginning teachers.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0965-0792
1747-5074
DOI:10.1080/09650792.2012.676310