{"title":"通过实地经验的课堂研究培养教师的能力","authors":"P. Mak, Min Yang, R. Yuan","doi":"10.1080/02607476.2022.2150963","DOIUrl":null,"url":null,"abstract":"ABSTRACT This qualitative case study explores how a group of pre-service teachers develop teacher competence through conducting their own classroom-based research during teaching practicum. By conceptualising teacher competence as knowledge, strategies, and dispositions, this study used semi-structured interviews with the participants and their final-year dissertations. The findings revealed that the classroom-based research helped the participants gain competence in research and in teaching, as they gradually developed and practicalised research knowledge in classrooms, acquired social strategies in schools, and cultivated dispositions as classroom-based researchers. The paper concludes with practical implications on supporting pre-service teachers’ research-teaching integration and developing their sense of self-efficacy as a classroom-based researcher to benefit their future practice.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Fostering teacher competence through classroom-based research during field experiences\",\"authors\":\"P. Mak, Min Yang, R. Yuan\",\"doi\":\"10.1080/02607476.2022.2150963\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT This qualitative case study explores how a group of pre-service teachers develop teacher competence through conducting their own classroom-based research during teaching practicum. By conceptualising teacher competence as knowledge, strategies, and dispositions, this study used semi-structured interviews with the participants and their final-year dissertations. The findings revealed that the classroom-based research helped the participants gain competence in research and in teaching, as they gradually developed and practicalised research knowledge in classrooms, acquired social strategies in schools, and cultivated dispositions as classroom-based researchers. The paper concludes with practical implications on supporting pre-service teachers’ research-teaching integration and developing their sense of self-efficacy as a classroom-based researcher to benefit their future practice.\",\"PeriodicalId\":47457,\"journal\":{\"name\":\"Journal of Education for Teaching\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2022-11-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Education for Teaching\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/02607476.2022.2150963\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Education for Teaching","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/02607476.2022.2150963","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Fostering teacher competence through classroom-based research during field experiences
ABSTRACT This qualitative case study explores how a group of pre-service teachers develop teacher competence through conducting their own classroom-based research during teaching practicum. By conceptualising teacher competence as knowledge, strategies, and dispositions, this study used semi-structured interviews with the participants and their final-year dissertations. The findings revealed that the classroom-based research helped the participants gain competence in research and in teaching, as they gradually developed and practicalised research knowledge in classrooms, acquired social strategies in schools, and cultivated dispositions as classroom-based researchers. The paper concludes with practical implications on supporting pre-service teachers’ research-teaching integration and developing their sense of self-efficacy as a classroom-based researcher to benefit their future practice.
期刊介绍:
The Journal of Education for Teaching is an established international refereed periodical which publishes original contributions on the subject of teacher education. The journal interprets "teacher education" in the widest sense, to include initial training, in-service education and staff development. The editors welcome scholarly discussions of new issues, reports of research projects or surveys of research work in particular fields, and contributions to current debates in teacher education throughout the world, generally or on specific issues.