Year: 2002
Type: article
Study design: Observational Study
Abstract: There has been a growing recognition in the international education community over the last decade of the need to begin the development of teacher-researchers in preservice courses. This paper explores the perceptions of professional empowerment of beginning teachers and their development as active teacher-researchers, drawing on data from surveys conducted in Western Australia of the 1999 and 2000 preservice teacher cohort. Consistent with issues emerging from current literature, the survey data confirmed the over-riding survival mindset of beginning teachers. However, responses also provided evidence of a research mindset open to opportunities later in their teaching career and the professional confidence and skills to become members of a school community of inquiry. A process model is proposed for development of teacher-researchers through preservice course experiences
Authors: Jan Gray, Glenda Campbell-Evans
Institution: Edith Cowan University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2098149284