The contribution of teachers of research-intensive teacher education programmes to a culture of inquiry in primary schools

Figures & data

Table 1. Characteristics of the respondents/cases.

Case	Name*	Gender	Age	Years of teaching experience	University	School size (amount of students)	Schoolboard
1	Rob	M	26	4	A	164	A
2	Steve	M	29	6	B	175	B
3	Lois	F	26	3	A	601	C
4	Mark	M	27	4	A	227	C
5	Caroline	F	26	4	A	400	D

*Pseudonyms are used

Table 2. Factors which promote or hinder the contribution of academically educated teachers to the culture of inquiry in the school.

Promoting factors	Hindering factors
At individual level Teacher’s inquiring attitude Self-efficacy in teaching skills, and in inquiry-based working	(1) Lack of self-efficacy in collaboration in the field of inquiry-based working (2) Self-efficacy in teaching skills is considered as a condition for inquiry-based working
At organisational level
A research role in the school organisation School culture = a culture of inquiry, in which teachers collaborate, have an inquiring attitude, and the knowledge and skills to work inquiry-based Presence of a vision on inquiry-based working in the school School leader who promotes the importance of inquiry-based working but also the importance of collaboration, communication and involvement Involvement of the school leader in inquiry-based working (for instance by participating in a research group and acting as a role model) Structurally making time for collaboration and communication with the whole team on inquiry-based working in the school Colleagues’ attitudes towards research (team motivation) and team members’ ability to engage in inquiry-based working (team efficacy) Support for inquiry-based working (for instance from an expert)	(3) No research role in the school organisation (4) School culture: no culture of inquiry in the school (5) Lack of a (collective) vision on inquiry-based working (6) Inquiry-based working is considered as an extra pressure for teachers (7) School leader who is not or only to a limited extent involved in inquiry-based working in the school (school leader did not act as a role model) (8) Number of years of experience as a teacher is seen as an important condition for fulfiling a supervisory role in the school (9) Little (facilitating in) collaboration and communication in the field of inquiry-based working (10) Lack of ability of the team to work inquiry based