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Teacher as researcher in an ‘academic’ school

Teacher as researcher in an ‘academic’ school. Rosanne Zwart & Elise Peters Dico Krommenhoek, Jacobiene Meirink, Klaas Van Veen. Teacher learning centre. Collaborative enterprise University and Higher Education institutes Subsidized by the ministry of education for two years

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Teacher as researcher in an ‘academic’ school

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  1. Teacher as researcherin an ‘academic’ school • Rosanne Zwart & Elise Peters • Dico Krommenhoek, Jacobiene Meirink, Klaas Van Veen

  2. Teacher learning centre • Collaborative enterprise University and Higher Education institutes • Subsidized by the ministry of education for two years • Goal: to collect and to distribute current knowledge on teacher learning and professional development

  3. Good examples of practice

  4. Teacher as researcher • Professional growth involves teachers’ investigations of their practice and construction of their own theories of teaching (Bell & Gilbert, 1994) • Collaborative research increases teachers’ professionalism and as such contributes to the quality of education within the school • (Cochran-Smith & Lytle, 1999) • Teachers as agents of their own learning • (Jurasaite-Harbison & Rex, 2005)

  5. Academic schools: Thebig idea School University Partners Research and innovation in practice

  6. Academic schools: The study School University Partners What do they learn? Preconditions? Interviews + documents Research and innovation in practice

  7. Organizational structure University of professional education Cross-school management 3 schools s T Coaching & support s T T Research focus: a relevant question embedded in the school

  8. Academic school Special Education

  9. Academic school Special Education

  10. Academic school Special Education

  11. Academic school Special Education

  12. Academic schools: Primary education University of professional education s s Coaching & support

  13. Goals

  14. “You get the research you organize for” Lora Bartlett in Van Veen (2008)Analyzing teachers’ working conditions

  15. Academic school Special Education • Conditions for success • Communication • Collaboration • Goals (explicit) • Problem relevant to practice • All actors share a sense of belonging • Mutual trust and appreciation

  16. Thank you for your attention!

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