Title

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

Comments

This article was originally published as: Gray, J. & Campbell-Evans, G., (2002). Beginning teachers as teacher-researchers. Australian Journal of Teacher Education. 27(1), Original article available here.

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

 
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Link to publisher version (DOI)

10.14221/ajte.2002v27n1.4