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Arjan Dieleman and Cyrilla van der Donk ATEE Conference 2010

Exploring quality criteria for practitioner research as a tool for the professional development of teachers. Arjan Dieleman and Cyrilla van der Donk ATEE Conference 2010. Introduction. Research orientation Definition of practitioner research in schools A reflective attitude

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Arjan Dieleman and Cyrilla van der Donk ATEE Conference 2010

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  1. Exploring quality criteria for practitioner research as a tool for the professional development of teachers Arjan Dieleman and Cyrilla van der Donk ATEE Conference2010

  2. Introduction • Research orientation • Definition of practitioner research in schools • A reflective attitude • Dilemmas in tutoring and assessment • Contact ATEE Conference 2010

  3. Motives for practitioner research • Individual development • New knowledge and insights • Research skills • Reflective attitude • Vision on teaching and learning • School development • Solving the problem Improving school practice ATEE Conference 2010

  4. Developing theory Improving school practice Generalizedknowledge Contextualizedknowledge Research orientation ATEE Conference 2010

  5. A definition of practitioner research in schools Practitioner research in schools is research carriedby teachers, bywhich, in a systematicway and in interactionwith the environment - answers are obtained to questionsfromone’sown school practice and directedtowardsimprovingthispractice. (Van der Donk & Van Lanen, 2009) ATEE Conference 2010

  6. Does research improve school practice? Praktijkonderzoek in de school

  7. The reflective attitude of the teacher researcher The combining factor is the reflective attitude of the teacher researcher: • The skills to design and carry out research • A positive attitude towards research • An inquiring, critical view of one’s own school practice in connection with one’s ideal of what good education is (Leeman en Wardekker, 2010) ATEE Conference 2010

  8. Dilemmas in tutoring and assessment • Problemdefinition • Ownership • Ethics and the researcher’s double role • Methodology • Theoreticalframework ATEE Conference 2010

  9. The often normative and biased character of the problem definition Need for exploration and deepening Research question is researchable and doable It is not too narrow and not too general Problem definition ATEE Conference 2010

  10. Ownership The research activitiescontribute to: • The student teacher’s development of competencies • School development (Informatiedossier Startbekwaam ILS-HAN 2009-2010) ATEE Conference 2010

  11. Methodology • How to choosebetween different methods? • There are alwaysdilemmas • What is deciding? ATEE Conference 2010

  12. Ethics and the researcher’s double role • The vulnerableposition of student teachers • The teacher’srole versus the researcher’srole • Dissemination of results ATEE Conference 2010

  13. The theoretical framework • Which criteria? • How to assess its quality? • How to bridge the gap between theory and data collection and analysis? ATEE Conference 2010

  14. Contact A.Dieleman@han.nl Cyrilla.vanderdonk@han.nl www.praktijkonderzoekindeschool.nl Linkedin groep praktijkonderzoek in de school ATEE Conference 2010

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