Measuring teachers' and student teachers' perceptions of practice-based research in PDS and non-PDS settings
M.C.W. Marjan Vrijnsen-de Corte, Fontys University of Applied Sciences ; P.J. Perry den Brok, Eindhoven University of Technology, Eindhoven School of Education ; M.J. Marcel Kamp, Radboud University Nijmegen, Nijmegen School of Education ; T.C.M. Theo Bergen, Eindhoven University of Technology, Eindhoven School of Education
TATE Volume 36, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.