Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education

Klaas van Veen,Ellen Jansen,Lidewij van Katwijk

doi:10.1177/00224871211013750

Klaas van Veen, Ellen Jansen + Show 1 more

Open Access

https://doi.org/10.1177/00224871211013750

Copy DOI

Abstract

This study aims to gain insight into the perceived purpose and value of preservice teacher inquiry in Dutch primary teacher education by teacher educators and preservice teachers at the undergraduate level; it also assesses the implementation of teaching and learning activities, and learning outcomes associated with teacher inquiry. In the Netherlands, inquiry competence in primary teacher education develops over a 4-year period, resulting in students’ completion of capstone projects using practitioner inquiry. The authors combine a survey with focus groups of teacher educators and preservice teachers from eight institutes. They find differences between preservice teachers’ perceptions of the implementation of inquiry competence and teacher educators’ visions and perceptions of such implementation. All participants, students and educators, believe inquiry to be valuable and perceive learning outcomes of inquiry to be enriching, yet about half of the preservice teachers do not to expect to undertake inquiry in their future teaching jobs.

Highlights

The need for teachers who work inquiry-based, raise questions, and continuously improve teaching by researching their own practice seems to be growing (Baan et al, 2020; Cochran-Smith & Lytle, 2009; Darling-Hammond, 2017)
To analyze perceived purpose and value of preservice teacher inquiry in the curriculum, we studied the first responses to the question, “Why do you think research is in the primary teacher education curriculum?” We analyzed responses according to the inquiry competencies of research knowledge, knowledge about current research, research skills, application of research, and inquiry habit of mind
45% expect that preservice teachers will use their inquiry competences in a future job

Summary

Introduction

The need for teachers who work inquiry-based, raise questions, and continuously improve teaching by researching their own practice seems to be growing (Baan et al, 2020; Cochran-Smith & Lytle, 2009; Darling-Hammond, 2017). To enhance and influence preservice teachers’ affective and cognitive attitudes about research and developing their research skills, teacher education is assumed to play a crucial role (e.g., Aspfors & Eklund, 2017; Maaranen, 2009; Munthe & Rogne, 2015; Van der Linden et al, 2012). Darling-Hammond’s (2017) comparative study of teacher education in various countries shows that a research-based orientation, combined with an inquiry approach to practical preparation, enhances teacher effectiveness. Studies of preservice teacher research have focused on graduate degree programs, such as researchbased teacher education programs in Finland, which aim to provide teachers with an understanding of research practice and give them the ability to make rational, theory-based decisions (e.g., Aspfors & Eklund, 2017; Munthe & Rogne, 2015; Puustinen et al, 2018; Råde, 2019; Toom et al, 2010). Experiences with undergraduate research integration can help undergraduate students prepare for a profession that demands continuous learning and deliberate adjustment to changing contexts (Griffioen, 2019; Healey & Jenkins, 2009; Munthe & Rogne, 2015)

Objectives

Methods

Results

Discussion

Conclusion