Teacher as researcher in an ‘academic’ school

Teacher as researcherin 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 • Goal: to collect and to distribute current knowledge on teacher learning and professional development

Good examples of practice

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)

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

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

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

Academic school Special Education

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

Goals

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

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

Thank you for your attention!

Teacher as researcher in an ‘academic’ school