Action research in initial teacher education: an explorative study

Abstract

The aim of the study was to describe students’ and teacher educators’ practical experience with action research and to identify a number of special points for consideration (opportunities and limitations) which could play a role in putting research into practice in concrete terms in the courses. Students and teacher educators on three Dutch initial teacher education programmes which treat action research as both a means of professional development and a necessary professional qualification were involved. These were programmes for specific teaching levels and subjects in Dutch schools. Four special points for consideration are identified: action research and the educational core qualifications of the profession; difference between action research by student teachers during their initial education and experienced teachers in their own workplace; students’ mixed experiences and perceptions of research; and embedded research‐based activities in the programme. The authors conclude that action research should be considered from different perspectives: as a professional approach, a body of skills that is needed to make the connection between knowing that and knowing why; and as a way of improving practice by systematically building up practice‐based knowledge.

Keywords:

• action research
• initial teacher education
• curriculum development
• professional development

Notes

1. This study was commissioned by the national EPS project Flankerend Onderzoek. EPS stands for Educational Partnership. The aim of the project was to modernise Bachelor of Education programmes. For EPS publications, see: www.leroweb.nl under ‘publicaties’.