ERIC Number: EJ947740
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 49
The Impact of Teacher Research on Teacher Learning in Academic Training Schools in the Netherlands
Snoek, M.; Moens, E.
Professional Development in Education, v37 n5 p817-835 2011
As part of a government-initiated programme based on the concept of professional development schools, three secondary schools in Amsterdam decided to facilitate teachers in their schools to engage in practice research. This was based on the assumption that research conducted by teachers contributes both to the learning of the teacher researcher and to the learning and development of the school as a whole. Based on this assumption, a parallel study was conducted into the actual contribution made by the teachers' research to individual and collective learning within the school. In this article, we report on the results of this study. After a brief outline of the background to academic training schools in the Netherlands and the objective of the Amsterdam Academic Training School (Academische Opleidingsschool Amsterdam), we will describe the research design, which involved a perception study among the teacher researchers concerned with a focus on individual learning, team learning and organisational learning. The conclusion and subsequent evaluation summarise the results and lessons to be learned in order to stimulate and guarantee a research culture within schools.
Descriptors: Foreign Countries, Teacher Researchers, Professional Development Schools, Secondary Schools, Research Design, Theory Practice Relationship, Communities of Practice, Classroom Environment, Elementary Secondary Education
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Netherlands; Netherlands (Amsterdam)