Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teaching Education Pub Date : 2020-10-01 DOI:10.1080/10476210.2019.1649649

Marta Kowalczuk-Walędziak, Amélia Lopes, James M. Underwood, L. Daniela, Otilia Clipa

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引用次数: 15

Abstract

ABSTRACT The relationship between master’s thesis work and teachers’ professional development has rarely been explored empirically, yet. Drawing upon a larger study, this paper investigates how teachers who were studying for or who have recently graduated from Master of Education programmes offered in five countries – Poland, Portugal, England, Latvia, Romania – perceive the usefulness of dissertation/thesis work for their professional development and how they attempt to use their MA research results in their (future) teaching practice. Results suggest that although most respondents recognized their MA dissertation/thesis work as having a positive impact on their professional development by enhancing their professionalism, personal development and growth, and understanding the relationship between research and practice, they were less confident about the use of MA research findings in their (future) workplaces. These results are discussed in the context of current challenges regarding master’s level education for teachers, national governments’ educational policies, and the relationship between research, teachers’ practices and professional development.

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对职业成长有意义的时间还是浪费时间？五个国家教师在硕士论文/论文工作中的经验研究

硕士论文工作与教师专业发展之间的关系目前还很少有实证研究。根据一项更大的研究，本文调查了正在波兰、葡萄牙、英国、拉脱维亚、，罗马尼亚——意识到论文/论文工作对他们的专业发展的有用性，以及他们如何尝试在（未来）教学实践中使用他们的硕士研究成果。研究结果表明，尽管大多数受访者认为他们的硕士学位论文/论文工作通过提高他们的专业性、个人发展和成长，以及理解研究与实践之间的关系，对他们的专业发展产生了积极影响，但他们对在（未来）工作场所使用硕士学位研究结果不太有信心。这些结果是在当前教师硕士教育、国家政府的教育政策以及研究、教师实践和专业发展之间的关系等挑战的背景下讨论的。

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来源期刊

Teaching Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.