Initial Teacher Education and the Relationship with Research: Student Teachers’ Perspectives
Abstrakt
Klíčová slova
Celý článek:
PDF (English)Reference
Bologna Process (2009). Bologna beyond 2010 – Report on the development of the European higher education area. Background paper for the Bologna Follow-up Group, Benelux Bologna Secretariat – Ministerial Conference, April 28–29 2009, Leuven/Louvain-la-Neuve. http://www.ehea.info/media.ehea.info/file/2009_Leuven_Louvain-la-Neuve/91/8/Beyond_2010_report_FINAL_594918.pdf
Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education, 71(2), 195–208. https://doi.org/10.1007/s10734-015-9896-4 | DOI 10.1007/s10734-015-9896-4
Boyd, P. (2013). Professional education: Resolving tensions around the value of different types of knowledge in teacher and nurse education. In A. Lopes (Ed.), Formação inicial de professores e de enfermeiros: Identidades e ambientes (pp. 135–152). Mais Leituras.
Boyd, P. (2014). Using 'modelling' to improve the coherence of initial teacher education. In P. Boyd, A. Szplit, & Z. Zbróg (Eds.), Teacher educators and teachers learning: International perspectives (pp. 51–73). Libron.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https:///doi.org/10.1191/1478088706qp063oa | DOI 10.1191/1478088706qp063oa
Brew, A. (2003). Teaching and research: New relationships and their implications for inquirybased teaching and learning in higher education. Higher Education Research and Development, 22(1), 3–18. https://doi.org/10.1080/0729436032000056571 | DOI 10.1080/0729436032000056571
Buchberger, F., Campos, B. P., Kallós, D., & Stephenson, J. (2000). Green paper on teacher education in Europe: High quality teacher education for high quality education and training. TNTEE.
Byman, R., Krokfors, L., Toom, A., Maaranen, K., Jyrhämä, R., Kynäslahti, H., & Kansanen, P. (2009). Educating inquiry-oriented teachers: students' attitudes and experiences towards research-based teacher education. Educational Research and Evaluation, 15(1), 79–92. https://doi.org/10.1080/13803610802591808 | DOI 10.1080/13803610802591808
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. John Wiley & Sons.
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604. https://doi.org/10.1177/003172171109200622 | DOI 10.1177/003172171109200622
Dotta, L., & Lopes, A. (2015). Climas de formação: Construção de um quadro conceitual adequado ao estudo da formação de profissionais na educação superior/Education climates: Construction of a conceptual framework suitable to study the training of professionals in higher education. Revista Diálogo Educacional, 15(44), 197–221. http://dx.doi.org/10.7213/rde.v15i44.5110 | DOI 10.7213/dialogo.educ.15.044.AO01
Dunne, E., & Zandstra, R. (2011). Students as change agents. New ways of engaging with learning and teaching in higher education. Escalate.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x | DOI 10.1111/j.1365-2648.2007.04569.x
Eurydice. (2011). Teaching reading in Europe: Contexts, policies and practices. EACEA.
Evans, L. (2010). Developing the European researcher: 'Extended' professionality within the Bologna Process. Professional Development in Education, 36(4), 663–677. https://doi.org/10.1080/19415251003633573 | DOI 10.1080/19415251003633573
Flores, M. A. (2017). Contributos para (re)pensar a formação de professores. In CNE (Ed.), Lei de bases do sistema educativo. Balanço e prospetiva, Volume II (pp. 773–810). Conselho Nacional de Educação.
Fung, D. (2017). A connected curriculum for higher education. UCL Press.
Furlong, J. (2013). Globalisation, neoliberalism, and the reform of teacher education in England. The Educational Forum, 77(1), 28–50. https://doi.org/10.1080/00131725.2013.739017 | DOI 10.1080/00131725.2013.739017
Gale, H. (2011). The reluctant academic: Early-career academics in a teaching-orientated university. International Journal for Academic Development, 16(3), 215–227. https://doi.org/10.1080/1360144X.2011.596705 | DOI 10.1080/1360144X.2011.596705
Geraldo, J., Trevitt, C., Carter, S., & Fazey, J. (2010). Nexus in undergraduate education: Spanish laws pre-and post-Bologna. Educational Research Journal, 9(1), 81–91. https://doi.org/10.2304/eerj.2010.9.1.81 | DOI 10.2304/eerj.2010.9.1.81
Gore, J., Lloyd, A., Smith, M., Bowe, J., Hywel, E., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of quality teaching rounds. Teaching and Teacher Education, 68, 99–113. https://doi.org/10.1016/j.tate.2017.08.007 | DOI 10.1016/j.tate.2017.08.007
Griffioen, D. (2013). Research in higher professional education: A staff perspective. University of Amsterdam.
Griffiths, R. (2004). Knowledge production and the research–teaching nexus: The case of the built environment disciplines. Studies in Higher Education, 29(6), 709–726. https://doi.org/10.1080/0307507042000287212 | DOI 10.1080/0307507042000287212
Halcomb, E. J., & Davidson, P. M. (2006). Is verbatim transcription of interview data always necessary? Applied Nursing Research, 19(1), 38–42. https://doi.org/10.1016/j.apnr.2005.06.001 | DOI 10.1016/j.apnr.2005.06.001
Hammersley, M. (1997). Educational Research and teaching: A response to David Hargreaves' TTA lecture. British Educational Research Journal, 23(2), 141–161. https://doi.org/10.1080/0141192970230203 | DOI 10.1080/0141192970230203
Hargreaves, D. H. (1997). In defence of research for evidence-based teaching: A rejoinder to Martyn Hammersley. British Educational Research Journal, 23(4), 405–419. https://doi.org/10.1080/0141192970230402 | DOI 10.1080/0141192970230402
Healey, M. (2005). Linking research and teaching to benefit student learning. Journal of Geography in Higher Education 29(2), 183–201. https://doi.org/10.1080/03098260500130387 | DOI 10.1080/03098260500130387
Healey, M., & Jenkins, A. (2006). Strengthening the teaching research linkage in undergraduate courses and programs. New Directions for Teaching & Learning, 107, 43–53. https://doi.org/10.1002/tl.244 | DOI 10.1002/tl.244
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. The Higher Education Academy.
Ivan, S. (2011). The new paradigm of higher education in the knowledge society. Journal Plus Education, 7(2), 46–59. https://doi.org/10.1108/10748120810901422 | DOI 10.1108/10748120810901422
Kay, J., Dunne, E., & Hutchinson, J. (2010). Rethinking the values of higher education – students as change agents? Quality Assurance Agency for Higher Education (QAA).
Lopes, A., Boyd, P., Andrew, N., & Pereira, F. (2014). The research-teaching nexus in nurse and teacher education: Contributions of an ecological approach to academic identities in professional fields. Higher Education, 68(2), 167–183. https://doi.org/10.1007/s10734-013-9700-2 | DOI 10.1007/s10734-013-9700-2
Matthews, K. E., Dwyer, A., Hine, L., & Turner, J. (2018). Conceptions of students as partners. Higher Education, 76(6), 957–971. https://doi.org/10.1007/s10734-018-0257-y | DOI 10.1007/s10734-018-0257-y
McLean, M., & Barker, H. (2004). Students making progress and the 'research-teaching nexus' debate. Teaching in Higher Education, 9(4), 407–419. https://doi.org/10.1080/1356251042000252354 | DOI 10.1080/1356251042000252354
Patton, M. Q. (2015). Qualitative research and evaluation methods: Integrating theory and practice (4th ed). SAGE.
Pereira, F., Lopes, A., & Marta, M. (2015). Being a teacher educator: Professional identities and conceptions of professional education. Educational Research, 57(4), 451–469. https://doi.org/10.1080/00131881.2015.1078142 | DOI 10.1080/00131881.2015.1078142
Rasmussen, J., & Bayer, M. (2014). Comparative study of teaching content in teacher education programmes in Canada, Denmark, Finland and Singapore. Journal of Curriculum Studies, 46(6), 798–818. https://doi.org/10.1080/00220272.2014.927530 | DOI 10.1080/00220272.2014.927530
Reis-Jorge, J. (2005). Developing teachers' knowledge and skills as researchers: A conceptual framework. Asia-Pacific Journal of Teacher Education, 33(3), 303–319. https://doi.org/10.1080/13598660500286309 | DOI 10.1080/13598660500286309
Robertson, J. (2007). Beyond the 'research/teaching nexus': Exploring the complexity of academic experience. Studies in Higher Education, 32(5), 541–556. https://doi.org/10.1080/03075070701476043 | DOI 10.1080/03075070701476043
Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Education Policy, 16(2), 149–161. https://doi.org/10.1080/02680930116819 | DOI 10.1080/02680930116819
Saunders, R. (2014). Effectiveness of research-based teacher professional development. Australian Journal of Teacher Education, 39(4), 166–184. http://dx.doi.org/10.14221/ajte.2014v39n4.10 | DOI 10.14221/ajte.2014v39n4.10
Schön, A. D. (2000). Educando o profissional reflexivo: Um novo design para o ensino e a aprendizagem. ArtMed.
Sousa, R. T., Lopes, A., & Boyd, P. (2018). Research: An insight on how it is valued by Portuguese and English teacher educators. Teaching Education, 30(4), 393–414. https://doi.org/10.1080/10476210.2018.1495704 | DOI 10.1080/10476210.2018.1495704
Sterenberg, G., O'Connor, K., Donnelly, A., & Drader, R. (2018). Research assistants' experiences of participating in a partnership learning community for learning and teaching in higher education. International Journal for Students as Partners, 2(1), 97–111. https://doi.org/10.15173/ijsap.v2i1.3196 | DOI 10.15173/ijsap.v2i1.3196
Taylor, J. (2008). The teaching–research nexus and the importance of context: A comparative study of England and Sweden. Compare, 38(1), 53–69. https://doi.org/10.1080/03057920701467792 | DOI 10.1080/03057920701467792
Taylor, P., & Wilding, D. (2009). Rethinking the values of higher education – The student as collaborator and producer? Undergraduate research as a case study. The Quality Assurance Agency for Higher Education (QAA). www.qaa.org.uk/students/studentEngagement/Undergraduate.pdf
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press.
Wenger, E. (2007). Communities of practice. A brief introduction. https://pdfs.semanticscholar.org/84d6/e4deccf799fbc18c6a2b7a86911e62cbe78d.pdf?_ga=2.196535084.1028005742.1583150687-2143048782.1579177239
Willcoxson, L., Manning, M. L., Johnston, N., & Gething, K. (2011). Enhancing the researchteaching nexus: Building teaching-based research from research-based teaching. International Journal of Teaching and Learning in Higher Education, 23(1), 1–10.
Wood, D. (2009). Challenges to strengthening the teaching and research nexus in the firstyear undergraduate curriculum. The International Journal of Learning, 15(12), 111–120. https://doi.org/10.18848/1447-9494/CGP/v15i12/46051 | DOI 10.18848/1447-9494/CGP/v15i12/46051
Zabalza, M. A. (2004). O ensino universitário: Seu cenário e seus protagonistas. Artmed.
Zeichner, K. (1993). A formação reflexiva de professores: Ideias e práticas. Educa.
Zeichner, K. (2003). Teacher research as professional development for P–12 educators in the USA. Educational Action Research, 11(2), 301–326. https://doi.org/10.1080/09650790300200211 | DOI 10.1080/09650790300200211

