Modelling as expert-guidance during teacher practitioner research

Noortje Janssen*, Amber Walraven, Ard W. Lazonder, Hannie Gijlers

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

Studies on teacher practitioner research suggest that experts can provide valuable guidance by modelling the research process within the school context. As it is unknown when and how modelling can promote teachers’ research, the present study evaluated several modelling practices in four teacher teams (N = 38). Two facilitators modelled research skills before, during and after teachers’ research tasks; a research disposition was modelled by questioning research decisions. Results showed that modelling was valuable for practitioner research: teachers appreciated the guidance and felt their research skills and research disposition had improved. Modelling of research skills during the task was deemed easier to comprehend than modelling before and after the tasks. Modelling of a research disposition can bring about tensions that–mainly in the initial stages of the research–cause frustrations in teachers. Based on these findings, directions for improving modelling are discussed.

Original languageEnglish
JournalEuropean journal of teacher education
DOIs
Publication statusE-pub ahead of print/First online - 12 Dec 2023

Keywords

  • modelling
  • Practitioner research
  • professional development
  • teacher research
  • UT-Hybrid-D

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