Benefits of a small research study for the teacher education at a university of applied sciences: a case study

Source document: Studia paedagogica. 2017, vol. 22, iss. 4, pp. [111]-129
Extent
[111]-129
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type
Article
Language
English
License: Not specified license
Abstract(s)
At a university of applied sciences, the obstacles to doing research are time, support, and the lack of a research tradition. It is therefore important to obtain as much as possible from the research studies that can be implemented. This article describes the benefits that could be obtained from a small study called Inclu-S-ed. In this study, the effect of an inquiry-based learning (IBL) science course on the knowledge and motivation of 11–12-year-old pupils in a culturally diverse primary classroom was investigated. Although the results of this study were rather limited, several benefits for teacher education could be obtained at various levels: (1) the IBL science course developed in the study is now used as a professional development course for in- -service primary teachers and is embedded into the curriculum of pre-service primary teacher education, (2) Inclu-S-ed was the basis for two new research studies, and (3) participating in Inclu-S-ed represented professional development for the lecturers involved.
Note
  • The Inclu-S-ed study was funded by a PWO and RBV grant from the Thomas More University of Applied Sciences.
Document
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