Fostering teacher competence through classroom-based research during field experiences

Wing Wah Pauline MAK, Min YANG, Rui Eric YUAN

Research output: Contribution to journalArticlespeer-review

Abstract

This qualitative case study explores how a group of pre-service teachers develop teacher competence through conducting their own classroom-based research during teaching practicum. By conceptualising teacher competence as knowledge, strategies, and dispositions, this study used semi-structured interviews with the participants and their final-year dissertations. The findings revealed that the classroom-based research helped the participants gain competence in research and in teaching, as they gradually developed and practicalised research knowledge in classrooms, acquired social strategies in schools, and cultivated dispositions as classroom-based researchers. The paper concludes with practical implications on supporting pre-service teachers’ research-teaching integration and developing their sense of self-efficacy as a classroom-based researcher to benefit their future practice. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
JournalJournal of Education for Teaching
Early online date30 Nov 2022
DOIs
Publication statusE-pub ahead of print - 30 Nov 2022

Citation

Mak, P., Yang, M., & Yuan, R. (2022). Fostering teacher competence through classroom-based research during field experiences. Journal of Education for Teaching. Advance online publication. doi: 10.1080/02607476.2022.2150963

Keywords

  • Teacher competence
  • Classroom-based research
  • Teaching practicum
  • Preservice teachers

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