Pre-service teachers becoming researchers: the role of professional learning groups in creating a community of inquiry

Zeivots, S; Buchanan, JD; Pressick-Kilborn, K

Pre-service teachers becoming researchers: the role of professional learning groups in creating a community of inquiry

Zeivots, S

Buchanan, JD Pressick-Kilborn, K

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Publisher:: Springer Nature
Publication Type:: Journal Article
Citation:: The Australian Educational Researcher, pp. 1-18

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Field	Value	Language
dc.contributor.author	Zeivots, S https://orcid.org/0000-0001-5450-2530
dc.contributor.author	Buchanan, JD
dc.contributor.author	Pressick-Kilborn, K https://orcid.org/0000-0003-1662-7038
dc.date.accessioned	2023-02-01T18:43:29Z
dc.date.available	2023-02-01T18:43:29Z
dc.identifier.citation	The Australian Educational Researcher, pp. 1-18
dc.identifier.issn	0311-6999
dc.identifier.issn	2210-5328
dc.identifier.uri	http://hdl.handle.net/10453/165795
dc.description.abstract	<jats:title>Abstract</jats:title><jats:p>Contemporary schools seek to employ teachers who are curious learners, who can employ practitioner inquiry skills to investigate, inform and grow their own classroom practice, responsive to their circumstances. As a profession, the question we must ask is how do we best prepare and continue to equip teachers with the necessary research skills to investigate and inform their own practice? In this study, we share our pedagogical stance and features of our approach in a new core undergraduate subject for pre-service teachers (PSTs). We discuss professional learning groups (PLGs) for initial teacher education students as the main intervention in the subject, and, more specifically, we elaborate how regular participation in PLGs formed in an on-campus subject can help PSTs to become researchers. We draw on 183 student exit tickets and student feedback surveys to consider broader implications for how to engage teachers in research. This study poses questions about the nature of practitioner research and investigates the role that PLGs play in disrupting the challenges universities face in preparing teachers to engage in and with research. </jats:p>
dc.language	en
dc.publisher	Springer Nature
dc.relation.ispartof	The Australian Educational Researcher
dc.relation.isbasedon	10.1007/s13384-022-00589-2
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.subject.classification	Education
dc.title	Pre-service teachers becoming researchers: the role of professional learning groups in creating a community of inquiry
dc.type	Journal Article
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access	*
dc.date.updated	2023-02-01T18:43:19Z
pubs.publication-status	Published online

Abstract:

AbstractContemporary schools seek to employ teachers who are curious learners, who can employ practitioner inquiry skills to investigate, inform and grow their own classroom practice, responsive to their circumstances. As a profession, the question we must ask is how do we best prepare and continue to equip teachers with the necessary research skills to investigate and inform their own practice? In this study, we share our pedagogical stance and features of our approach in a new core undergraduate subject for pre-service teachers (PSTs). We discuss professional learning groups (PLGs) for initial teacher education students as the main intervention in the subject, and, more specifically, we elaborate how regular participation in PLGs formed in an on-campus subject can help PSTs to become researchers. We draw on 183 student exit tickets and student feedback surveys to consider broader implications for how to engage teachers in research. This study poses questions about the nature of practitioner research and investigates the role that PLGs play in disrupting the challenges universities face in preparing teachers to engage in and with research.

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http://hdl.handle.net/10453/165795