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Measuring teachers' and student teachers' perceptions of practice-based research in PDS and non-PDS settings
ARTICLE

, Fontys University of Applied Sciences ; , Eindhoven University of Technology, Eindhoven School of Education ; , Radboud University Nijmegen, Nijmegen School of Education ; , Eindhoven University of Technology, Eindhoven School of Education

TATE Volume 36, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Professional Development Schools (PDS) have been established to realise supportive and stimulating environments for practice-based research activities for both teachers and student teachers. The questions investigated in this study concerned the perceptions of experienced teachers and student teachers with respect to different aspects of practice-based research in PDS and non-PDS settings and to what degree these perceptions differed. For this purpose, the Questionnaire on Teacher Research was developed. Respondents (N = 102) were asked for their perceptions of the research environment, their research motives, the research process and perceived (learning) outcomes. The questionnaire appeared to be a valid, reliable and sensitive instrument.

Citation

Vrijnsen-de Corte, M.C.W.M., den Brok, P.J.P., Kamp, M.J.M. & Bergen, T.C.M.T. (2013). Measuring teachers' and student teachers' perceptions of practice-based research in PDS and non-PDS settings. Teaching and Teacher Education: An International Journal of Research and Studies, 36(1), 178-188. Elsevier Ltd. Retrieved May 29, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.07.006

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