A Mixed Methods Study Into the Development of Teacher-Researchers¡¯ Research Knowledge

K. R. Kitty Leuverink and R. Rian Aarts

International Journal of Learning and Development, 2019, vol. 9, issue 2, 144-165

Abstract: 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.

Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:mth:ijld88:v:9:y:2019:i:2:p:144-165

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