The Involvement of Academically Educated Teachers in Inquiry-Based Working

• In Event: Poster Session 6
  In Poster Session: Division K Section 8 Poster Session 3

Abstract

In this study a mixed-method approach was used to investigate the involvement of academically educated teachers in inquiry-based working and the factors promoting or hindering this involvement. The results showed no differences in the involvement of teachers who followed a regular or an academically-oriented programme. Both groups of teachers were involved in systematic reflection and in using research, but were less frequently conducting research. The academically educated teachers perceived themselves as more competent regarding inquiry-based working. Factors as time, collaboration, school leader support and teachers’ motivation appeared to be related to inquiry-based working. The study yields insights that may contribute to promoting inquiry-based working in school organisations as well as in teacher education.

Authors

• Jan Baan, University of Amsterdam

• Lisa Gaikhorst, University of Amsterdam

• Monique L. Volman, Universiteit van Amsterdam, Research Institute Child Development and Education