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ERIC Number: EJ966425
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-0965-0792
Engaging with Research through Practitioner Enquiry: The Perceptions of Beginning Teachers on a Postgraduate Initial Teacher Education Programme
Hulse, Bethan; Hulme, Rob
Educational Action Research, v20 n2 p313-329 2012
This study focuses on the perceptions of student-teachers towards their engagement in small-scale research projects undertaken whilst on a one-year postgraduate initial teacher education programme. We present an institutional response to national and international policy agendas regarding the place of research within initial teacher education at master's level, focusing on the role of practitioner enquiry in facilitating a critical engagement with practice. The paper concludes that practitioner enquiry offers a potentially powerful and illuminating way of exploring emerging professional identity and asserting agency in beginning teachers. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland; United Kingdom (England)