Australian Journal of Teacher Education
Article Title
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
Recommended Citation
Gray, Jan and Campbell-Evans, Glenda
(2002)
"Beginning Teachers as Teacher-Researchers,"
Australian Journal of Teacher Education: Vol. 27
:
Iss.
1
, Article 4.
DOI: https://doi.org/10.14221/ajte.2002v27n1.4
Available at:
https://ro.ecu.edu.au/ajte/vol27/iss1/4