|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|373998||622464||2015||8 صفحه PDF||سفارش دهید||دانلود رایگان|
• A research based ITE is important to foster innovative teachers.
• ITE programs vary both concerning context and content for research based ITE.
• More faculty with PhDs teach ITE for grades 5–10 than ITE for grades 1–7.
• Students report their need to read research literature more than faculty.
• Challenge: How to provide coherent programs for research and inquiry.
Undergraduate research is one way to qualify teachers for professional learning and innovation, but there is little knowledge about how ITE programs address research for students. This study has investigated that question in one country, Norway. Data is survey data from all HEIs providing teacher education, and an interview study involving 36 teacher educators and 36 students. Results indicate that ITE programs emphasize research, but teacher-led more than student engagement. Although more teacher educators are qualified researchers, it varies greatly whether they are active researchers and what research goals the ITE leaders express. Variation is a key finding.
Journal: Teaching and Teacher Education - Volume 46, February 2015, Pages 17–24