Abstract
Competence in research methods is a major contribution to (future) teachers’ professionalism. In the pedagogical approach presented here, which we call the Teaching Clinic, we combine service-learning and design-based research to create meaningful learning engagements. We present two cases to illustrate the objectives, processes, and outcomes of the service-learning projects and reflect about both in terms of learning and service outcomes. This includes discussions of how this pedagogical approach led to motivation and engagement, how principles of transfer of training are obeyed, and what this means quite generally for school-university relationships.
Highlights
Research skills, such as the knowledge and skills necessary to pose clear questions, to critically review the literature, and to collect, analyze, and interpret data, are important to navigate the complexity of daily life
Several themes of learning emerged in the cases above
Participation in real life problems increases intrinsic motivation to investigate solutions
Summary
Research skills, such as the knowledge and skills necessary to pose clear (scientific) questions, to critically review the literature, and to collect, analyze, and interpret data, are important to navigate the complexity of daily life This is true for teachers, where research skills and increasingly seen as important elements of professionalism (Amirova et al, 2020) and the establishment of evidencebased teaching practices (Burke et al, 2005). TCs are designed as semester-long courses in which teachers in training ( “students”) collaborate with practicing teachers ( “teachers”) on pedagogical innovations in the teachers’ classrooms through design-based research (Bakker, 2018). They can be seen as instances of service learning in the domain of teacher education (Stoecker, 2016). TCs tackle the combined needs of students, such as the wish for more formal experiences directly in the school-context and obtaining well-transferable competences and knowledge, and teachers, who may want a more direct access to state-of-the-art knowledge and support in implementing pedagogical innovations
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