Open AccessA Mixed Methods Study Into the Development of Teacher-Researchers’ Research Knowledge
Author(s) -
Kitty Leuverink,
Rian Aarts
Publication year - 2019
Publication title -
international journal of learning and development
Language(s) - English
Resource type - Journals
ISSN - 2164-4063
DOI - 10.5296/ijld.v9i2.14774
Subject(s) - psychology , context (archaeology) , research data , research development , professional development , pedagogy , mathematics education , medical education , test (biology) , medicine , library science , computer science , paleontology , subject (documents) , biology
This article reports on a mixed methods study into the development of research knowledge of secondary education teachers conducting research in the context of a professional development program. 26 teachers of 12 schools in the Netherlands participated in the study. Data were collected by using questionnaires, interviews, concept maps, oral tests and logbooks. Findings show a positive research knowledge development in teacher-researchers after following a one-year course in teacher research. This development was not only found in teachers’ self-reports, but was also measured by tests. In the process of research knowledge development, teacher-researchers mainly have difficulties with formulating research questions, developing research instruments, and reporting about their research.