Abstract
In this paper, we investigate the in-service teachers ‘sense of agency’ after their participation in a research master course. A semi-structured interview was administrated to nine in-service science teachers, coming from three different African countries: Zimbabwe, Lesotho, and Burkina Faso. All of them attended a European master course aimed to acquire skills in science educational research. The data collected was qualitatively analysed through a system of categories. This paper aims to contribute to the discussion about the professionalisation of teacher education and the integration of research into teacher training.
Highlights
In this paper, we investigate the in-service teachers ‘sense of agency’ after their participation in a research master course
Our research is guided by the following question: How do in-service teachers draw on different modalities to characterize their own agency when reflecting on their participation in a master course on research skills attended one year before?
We highlight how in-service teachers draw on different modalities to characterise their own agency
Summary
We investigate the in-service teachers ‘sense of agency’ after their participation in a research master course. A semi-structured interview was administrated to nine in-service science teachers, coming from three different African countries: Zimbabwe, Lesotho, and Burkina Faso. Reforms are important in science education, where there is a general dissatisfaction with how science is traditionally taught (Bybee & DeBoer, 1994), with the need to support the professional development of science teachers (Munby, Cunningham, & Lock, 2000) For this reason, more and more in-service teachers project themselves towards professional and academic training. In order to pursue this aim, we have administrated a semi-structured interview to nine in-service science teachers They belong to three different African countries (Zimbabwe, Lesotho, and Burkina Faso) and all have attended an international full-time master programme aimed to acquire skills of science educational research.
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