Understanding and improving teachers’ research engagement: Insights from success stories in Poland and Spain

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-08-20 DOI:10.1016/j.tate.2024.104747

引用次数: 0

Abstract

Drawing on a qualitative, interview-based study of 36 research-engaged teachers in Poland and Spain, this paper aims to identify and explore the types of their research engagement, and their recommendations on how education stakeholders can improve this engagement. The findings reveal three types of teacher research engagement – i.e. situational engagement, emotional engagement, and transformative engagement – as well as specific roles and responsibilities for five stakeholders they view as being key to improving teacher research engagement: school leaders, teachers, university communities, teacher education providers, and policy makers. The paper concludes with new insights for theory and practice in this field.

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了解并提高教师的科研参与度：波兰和西班牙成功案例的启示

本文通过对波兰和西班牙 36 名参与研究的教师进行定性访谈研究，旨在确定和探讨他们参与研究的类型，以及他们对教育利益相关方如何提高这种参与度的建议。研究结果揭示了教师研究参与的三种类型--即情境参与、情感参与和变革参与--以及他们认为对提高教师研究参与度至关重要的五个利益相关方的具体角色和责任：学校领导、教师、大学社区、师范教育机构和政策制定者。最后，本文为这一领域的理论与实践提出了新的见解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.

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