Modelling as expert-guidance during teacher practitioner research

2Citations
Citations of this article
9Readers
Mendeley users who have this article in their library.

This article is free to access.

Abstract

Studies on teacher practitioner research suggest that experts can provide valuable guidance by modelling the research process within the school context. As it is unknown when and how modelling can promote teachers’ research, the present study evaluated several modelling practices in four teacher teams (N = 38). Two facilitators modelled research skills before, during and after teachers’ research tasks; a research disposition was modelled by questioning research decisions. Results showed that modelling was valuable for practitioner research: teachers appreciated the guidance and felt their research skills and research disposition had improved. Modelling of research skills during the task was deemed easier to comprehend than modelling before and after the tasks. Modelling of a research disposition can bring about tensions that–mainly in the initial stages of the research–cause frustrations in teachers. Based on these findings, directions for improving modelling are discussed.

Cite

CITATION STYLE

APA

Janssen, N., Walraven, A., Lazonder, A. W., & Gijlers, H. (2023). Modelling as expert-guidance during teacher practitioner research. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2023.2282370

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free