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(1 - 6 of 6)
Teacher educators’ views on educating pre-service teachers for participatory action research in secondary schools
Smit, B.H.J.; Tigelaar, D.E.H.; Berry, A.K.; Admiraal, W.F. 2024
Teacher educators’ views on educating pre-service teachers for participatory action research in secondary schools
Article / Letter to editor
open access
Participatory action research can prepare preservice teachers for collaborating with school students in research projects. In the current study, principles for pre-service teachers' participatory... Show moreParticipatory action research can prepare preservice teachers for collaborating with school students in research projects. In the current study, principles for pre-service teachers' participatory action research are examined based on teacher educators’ views and actions while they implement participatory action research in a teacher education program. Across three dimensions (cultural-discursive, material-economic, social-political), the findings shed light on how student participation and participatory action research can be implemented in a teacher education program and how preservice teachers can be prepared for and supported in collaborating with their school students. Show less
Principles for school student participation in pre-service teacher action research
Smit, B.H.J.; Meirink, J.A.; Tigelaar, E.H.; Berry, A.K.; Admiraal, W.F. 2022
Principles for school student participation in pre-service teacher action research: a practice architecture’s perspective
Article / Letter to editor
open access
This study focuses on pre-service teachers’ views of the conditions that foster their participatory action research practices in secondary schools and on how these conditions can inform the... Show moreThis study focuses on pre-service teachers’ views of the conditions that foster their participatory action research practices in secondary schools and on how these conditions can inform the development of a teacher education program for a participatory approach. By using the Theory of Practice Architectures as an analytical lens, eight cases of participatory action research projects were studied at two interrelated sites of pre-service teachers’ learning: the teacher education institute and the internship school. Findings shed light on the conditions for fostering participatory action research practices in a teacher education context in terms of three kinds of arrangements, i.e. cultural-discursive, material-economic, and social-political. Based on the findings, a set of 17 principles for supporting participatory research practices is presented that can be used to assess the viability of preservice teachers’ participatory action research within a teacher education program, and that also supports a well-aligned institute-school collaboration. Show less
Source, respondent, or partner? Involvement of secondary school students in participatory action research
Smit, B.H.J.; Meirink, J.A.; Berry, A.K.; Admiraal, W.F. 2020
Source, respondent, or partner? Involvement of secondary school students in participatory action research
Article / Letter to editor
open access
This study addresses the nature and level of school student participation at various stages of participatory action research conducted by pre-service teachers (PSTs). PSTs’ research reports were... Show moreThis study addresses the nature and level of school student participation at various stages of participatory action research conducted by pre-service teachers (PSTs). PSTs’ research reports were analyzed by means of the SPinSTAR matrix, in which four levels of student participation were distinguished: Inform, Consult, Participate and Collaborate. Results show that student participation in PST research occurred mostly at the less intensive levels (Inform, Consult). Furthermore, they participated mostly in the preparatory stages of the research projects. However, most PSTs came to see their school students in a broader sense as worthwhile partners in an educational endeavor. Show less
‘Focus on the Learner’ in Teacher Education: PAR as a Strategy to Enable Student Voice in Schools
Smit, B.H.J.; Admiraal, W.F.; Berry, A.K. 2017
‘Focus on the Learner’ in Teacher Education: PAR as a Strategy to Enable Student Voice in Schools
Event
open access

The current presentation addresses characteristics of the TE program, PSTs learning outcomes, and enabling and constraining factors in the development and enactment of PAR. Research questions:

  • What...

Show more

The current presentation addresses characteristics of the TE program, PSTs learning outcomes, and enabling and constraining factors in the development and enactment of PAR. Research questions:

  • What are the characteristics of a TE program aimed at preparing PSTs for conducting PAR with school students, and fostering school student participation in educational decision-making?
  • What learning processes of PSTs towards school student participation are supported through the TE program?
  • What factors enable or constrain attaining the goals of the PAR initiative?

Show less
Content and language integrated learning in the Netherlands: teacher’s self-reported pedagogical practices
Kampen, E. van; Admiraal, W.F.; Berry, A.K. 2016
Content and language integrated learning in the Netherlands: teacher’s self-reported pedagogical practices
Article / Letter to editor
open access
In recent years, a surging uptake of content and language integrated learning (CLIL) has permeated the European context. This article presents the outcomes of a study about the self-reported... Show moreIn recent years, a surging uptake of content and language integrated learning (CLIL) has permeated the European context. This article presents the outcomes of a study about the self-reported pedagogical practices of CLIL teachers in the Netherlands. To investigate these teachers’ pedagogies, a questionnaire was designed, validated and, subsequently completed by 297 teachers (218 CLIL teachers and 79 regular teachers) from secondary schools across the Netherlands. This allowed a detailed investigation of the nature and range of pedagogies of CLIL teachers as well as differences between CLIL teachers of different subject disciplines. The results of the CLIL teachers were compared to a sample of regular teachers. Three main findings emerged from the study. First, CLIL teachers report using more pedagogical approaches focusing on providing students with diverse input and scaffolding than approaches focusing on developing students’ language and their knowledge of disciplinary literacies. Second, the subject discipline of a CLIL teacher seems to influence the pedagogical approaches they report using. Third, there is a notable difference between the kinds of pedagogies reported by CLIL teachers and their regular counterparts. Show less
Video narratives to assess student-teachers’ competence as new teachers
Admiraal, W.F.; Berry, A.K. 2016
Video narratives to assess student-teachers’ competence as new teachers
Article / Letter to editor
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