Stimulating teachers' inquiring attitude in academic and professional teacher education programmes. Issue 3 (26th May 2020)

• Record Type: Journal Article
• Authors: Baan, Jan; Gaikhorst, Lisa; Volman, Monique
• Is Part Of: European journal of teacher education. Volume 43:Issue 3(2020)
• Page Start: 352
• Page End: 367
• Publication Date: 2020-05-26
• Subjects: Initial teacher education -- teacher research -- inquiring attitude -- research based teacher education -- primary education; Teachers -- Training of -- Europe -- Periodicals; 370.71094
• DOI: 10.1080/02619768.2019.1693994
• Languages: English
• ISSNs: 0261-9768

Abstract

ABSTRACT: This study investigated differences between the inquiring attitudes of student teachers who followed an academic programme and student teachers who followed a professional programme in teacher education. Differences between students were assessed through a survey among 260 students and interviews with nine students. Differences between the curricula of both programmes were explored through a curriculum analysis. In particular, academic students appeared to have a more inquiring attitude than professional students. They had a more critical attitude towards classroom situations and a higher motivation to use and perform research. Teacher research was integrated in the curricula of both academic and professional programmes. However, the academic programme addressed a larger variety of forms of research and the focus on research was more consistent throughout the programme than in the professional programme.