Pre-service teacher research: a way to future-proof teachers?

Lidewij Van Katwijk*, Ellen Jansen, Klaas Van Veen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

15 Citations (Scopus)
74 Downloads (Pure)

Abstract

Internationally, the attention to pre-service teacher research and inquiry in teacher education is growing. In the Netherlands, pre-service teacher research has been a compulsory component of primary teacher education for a decade. The assumption is that such research can help ‘future-proof’ teachers. This study examines the relationships among the quality of inquiry, the quality of teaching and pre-service teachers’ perception of this research. Scores for assessments of graduating pre-service teachers (N=650) and a survey (n=236) were used as measurements. The findings indicate positive perceptions of practitioner research and a positive correlation between the quality of inquiry and quality of teaching. Using these data, the study identifies four profiles of pre-service teachers, differentiated by their perceived learning outcomes.

Original languageEnglish
Pages (from-to)435-455
Number of pages21
JournalEuropean Journal of Teacher Education
Volume46
Issue number3
Early online date11-Jun-2021
DOIs
Publication statusPublished - 2023

Keywords

  • Pre-service teacher research
  • student perception of practitioner research
  • teacher quality

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