Beginning Teachers as Teacher-Researchers
Document Type
Journal Article
Publisher
Graylands Teachers College
Faculty
Faculty of Community Services, Education and Social Sciences
School
School of Education
RAS ID
1249
Abstract
There has been a growing recognition in the international education community over the last decade of the need to begin the development of teacher-researchers in preservice courses. This paper explores the perceptions of professional empowerment of beginning teachers and their development as active teacher-researchers, drawing on data from surveys conducted in Western Australia of the 1999 and 2000 preservice teacher cohort. Consistent with issues emerging from current literature, the survey data confirmed the over-riding survival mindset of beginning teachers. However, responses also provided evidence of a research mindset open to opportunities later in their teaching career and the professional confidence and skills to become members of a school community of inquiry. A process model is proposed for development of teacher-researchers through preservice course experiences
DOI
10.14221/ajte.2002v27n1.4
Access Rights
free_to_read
Comments
Gray, J. & Campbell-Evans, G., (2002). Beginning teachers as teacher-researchers. Australian Journal of Teacher Education. 27(1), Available here.