Skip to main content

Research and Development Tasks in Teacher Education: Institutional Framing and Student Experiences

Part of the Higher Education Dynamics book series (HEDY,volume 50)

Abstract

Research and development tasks have been proposed as a learning solution in teacher education, where dynamic subject-matter knowledge and professional practices, and increasingly complex teaching environments generate emerging challenges for teacher education institutions and students. While there is an awareness that research is a complex practice, students are, however, expected to handle research activities as a natural part of the curriculum. This empirical study examined how teacher education students worked on research and development tasks linked to their school internships. The findings show that research and development tasks, viewed from an institutional perspective, bring together knowledge, activities, and experiences that allow students to construct their own repertoire of knowledgeable and teaching practices. But they also generate challenges, related to time management, to finding a balance between the needs of the teaching practice and the expectations of the teacher education programme, or to integrating different types of knowledge. The study raises awareness of how these tasks can be used to expose students to the realities of the teaching practice but also of the need for guidance and support required when such tasks are a part of the curriculum.

This is a preview of subscription content, access via your institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-3-319-72832-2_9
  • Chapter length: 19 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   84.99
Price excludes VAT (USA)
  • ISBN: 978-3-319-72832-2
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book
USD   109.99
Price excludes VAT (USA)
Hardcover Book
USD   149.99
Price excludes VAT (USA)

Notes

  1. 1.

    A definition and extensive discussion on the notion of research-based education can be found in Afdal and Damşa, Chap. 8, this volume.

  2. 2.

    For reasons of confidentiality, the male participant will be referred to as ‘she’/‘her’ throughout the remainder of the text.

  3. 3.

    The CASS-Query platform (Contextual Activity Sampling System; Salo et al. 2014) is developed and hosted at the Metropolia University of Applied Sciences in Finland.

  4. 4.

    This aspect is further addressed in the following sub-section ‘The student perspective’.

  5. 5.

    The CASS platform failed to collect the survey answers for the last 2 weeks before the assignment deadline. The information regarding the activities was instead collected in the final interview.

References

  • Aditomo, A., Goodyear, P., Bliuc, A.-M., & Ellis, R. (2013). Inquiry-based learning in higher education: Principal forms, educational objectives, and disciplinary variations. Studies in Higher Education, 38(9), 1239–1258. https://doi.org/10.1080/03075079.2011.616584.

    CrossRef  Google Scholar 

  • Ashwin, P., Abbas, A., & McLean, M. (2016). How does completing a dissertation transform undergraduate students’ understandings of disciplinary knowledge? Assessment & Evaluation in Higher Education, 42(4), 517–530.

    CrossRef  Google Scholar 

  • Bakken, J., & Sollid, H. (2014). Forskende lærerstudenter. In A. B. Reinertsen, B. Groven, K. A. Knutas, & A. Holm (Eds.), FoU i praksis 2013. Konferanse om praksisrettet FoU i lærerutdanning (pp. 12–18). Oslo: Akademika forlag.

    Google Scholar 

  • Byman, R., Krokfors, L., Toom, A., Maaranen, K., Jyrhämä, R., Kynäslahti, H., & Kansanen, P. (2009). Educating inquiry-oriented teachers: Students’ attitudes and experiences towards research-based teacher education. Educational Research and Evaluation, 15(1), 79–92.

    CrossRef  Google Scholar 

  • Cochran-Smith, M., & Villegas, A. M. (2015). Framing teacher preparation research: An overview of the field, Part 1. Journal of Teacher Education, 66(1), 7–20. https://doi.org/10.1177/0022487114549072.

    CrossRef  Google Scholar 

  • Dunn, M., Harrison, L. J., & Coombe, K. (2008). In good hands: Preparing research-skilled graduates for the early childhood profession. Teaching and Teacher Education, 24(3), 703–714. https://doi.org/10.1016/j.tate.2007.09.002.

    CrossRef  Google Scholar 

  • Jyrhämä, R., Kynäslahti, H., Krokfors, L., Byman, R., Maaranen, K., Toom, A., & Kansanen, P. (2008). The appreciation and realisation of research-based teacher education: Finnish students’ experiences of teacher education. European Journal of Teacher Education, 31(1), 1–16.

    CrossRef  Google Scholar 

  • Klette, K., & Carlsten, T. C. (2012). Knowledge in teacher learning: New professional challenges. In K. Jensen, L. C. Lahn, & M. Nerland (Eds.), Professional learning in the knowledge society (pp. 27–48). Rotterdam: Sense Publishers.

    Google Scholar 

  • Markauskaite, L., & Goodyear, P. (2014). Professional work and knowledge. In S. Billett, C. Harteis, & H. Gruber (Eds.), International handbook of research in professional and practice-based learning (pp. 79–106). Dordrecht: Springer.

    Google Scholar 

  • Munthe, E., & Rogne, M. (2015). Research-based teacher education. Teaching and Teacher Education, 46, 17–24. https://doi.org/10.1016/j.tate.2014.10.006.

    CrossRef  Google Scholar 

  • Nicolini, D., Mengis, J., & Swan, J. (2012). Understanding the role of objects in cross-disciplinary collaboration. Organization Science, 23(3), 612–629.

    CrossRef  Google Scholar 

  • Rasmussen, I., & Damşa, C. I. (2016). Heterochrony through moment-to-moment interaction: A micro-analytical exploration of learning as sense making with multiple resources. International Journal of Educational Research, 72, 149–161. https://doi.org/10.1016/j.ijer.2016.04.003.

    CrossRef  Google Scholar 

  • Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: Technologies, social memory and the performative nature of learning. Journal of Computer Assisted Learning, 26, 53–64. https://doi.org/10.1111/j.1365-2729.2009.00341.x.

    CrossRef  Google Scholar 

  • Salo, K., Shakya, U., & Damena, M. (2014). Device agnostic CASS client. In A. Marcus (Ed.), Design, user experience, and usability: User experience design for diverse interaction platforms and environments (pp. 334–345). Dordrecht: Springer.

    Google Scholar 

  • Smith, K. (2015). The role of research in teacher education. Research in Teacher Education, 5(2), 43–46.

    Google Scholar 

  • Smith, K., & Sela, O. (2005). Action research as a bridge between pre-service teacher education and in-service professional development. European Journal of Teacher Education, 28(3), 293–311.

    CrossRef  Google Scholar 

  • Toom, A., Kynäaslahti, H., Krokfors, L., Jyrhämä, R., Byman, R., Stenberg, K., Maaranen, K., & Kansanen, P. (2010). Experiences of a research-based approach to teacher education: Suggestions for future policies. European Journal of Education, 45(2), 331–344.

    CrossRef  Google Scholar 

  • Trent, J. (2010). Teacher education as identity construction: Insights from action research. Journal of Education for Teaching, 36(2), 153–168. https://doi.org/10.1080/02607471003651672.

    CrossRef  Google Scholar 

  • Van der Linden, W., Bakx, A., Ros, A., Beijaard, D., & Vermeulen, M. (2012). Student teachers’ development of a positive attitude towards research and research knowledge and skills. European Journal of Teacher Education, 35(4), 401–419. https://doi.org/10.1080/02619768.2011.643401.

    CrossRef  Google Scholar 

  • White, S., Hepple, E., Tangen, D., Comelli, M., Alwi, A., & Abu Hassan Shaari, Z. (2016). An introduction to education research methods: Exploring the learning journey of pre-service teachers in a transnational programme. Asia-Pacific Journal of Teacher Education, 44(1), 35–48. https://doi.org/10.1080/1359866X.2015.1021294.

    CrossRef  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Crina Damşa .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and Permissions

Copyright information

© 2018 Springer International Publishing AG

About this chapter

Verify currency and authenticity via CrossMark

Cite this chapter

Damşa, C. (2018). Research and Development Tasks in Teacher Education: Institutional Framing and Student Experiences. In: Maassen, P., Nerland, M., Yates, L. (eds) Reconfiguring Knowledge in Higher Education. Higher Education Dynamics, vol 50. Springer, Cham. https://doi.org/10.1007/978-3-319-72832-2_9

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-72832-2_9

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-72831-5

  • Online ISBN: 978-3-319-72832-2

  • eBook Packages: EducationEducation (R0)