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TEACHER RESEARCH: BECOMING A RESEARCHER BY INQUIRING INTO TEACHING PRACTICES
MARJOLEIN DOBBER
2 Faculty of Psychology and Education
OVERVIEW PRESENTATION
• Developmental Education (DE) in the Netherlands• Inquiry-based education in DE• Teacher research in a DE school
Teacher research in Developmental Education
3 Faculty of Psychology and Education
DEVELOPMENTAL EDUCATION IN THE NETHERLANDS
- Based on the Cultural Historical Theory of Vygotskij and work on play by Van Oers
- Children engage in socio-cultural activities
- Much attention for interaction
- Thematic activities for 4-7 weeks
- Until 8 years mostly play, 8-12 mostly inquiry
- Cultural meaning becomes connected with personal sense
- About 5% of the schools (400) for primary education in The Netherlands
- Teachers develop the curriculum themselves
- De Activiteit (‘The Activity’) provides training for teachers
Teacher research in Developmental Education
4 Faculty of Psychology and Education
INQUIRY BASED EDUCATION IN DE
Different types of inquiry:• Inquiry of practices
> Cultural practices
• Consulting sources> Books > Material> Internet
• Inquiry as experimental research> Experimenting
Teacher research in Developmental Education
5 Faculty of Psychology and Education
INQUIRY BASED EDUCATION IN DE
Role of the teacher:Taking on roles that children cannot yet perform themselves
Providing rich material in the classroom
Stimulating interaction with more knowledgeable others
Teacher research is important for:Developing practices
Learning from each other
Understanding research
Professional development of teachers
Teacher research in Developmental Education
6 Faculty of Psychology and Education
TEACHER RESEARCH IN A DE SCHOOL
Context: teachers in a school that has worked with DE for some time.
In teams that are supported by teacher educators, teachers:
• Collaborate in researching own practices
• Document data from inquiry practices and the development of children in their own classroom
• Document data about their own development as researchers
• Make new plans
Teacher research in Developmental Education
7 Faculty of Psychology and Education
TEACHER RESEARCH IN A DE SCHOOL
Activities in the classroom:
Planning and reflection: how do the
children develop?
Self as a researcher, and role of the
teacher in inquiry-based learning of pupils in different aspects: - Social regulation- Conceptual regulation- Meta-cognitive regulation
Teacher research in Developmental Education
8 Faculty of Psychology and Education
TEACHER RESEARCH IN A DE SCHOOL
• Teachers think about a number of aspects concerning their own attitude towards research, e.g., ‘Are you critical about the data that you collected?’, or: ‘Do you dare to leave your routines behind?’
• They point out which aspects they are already good at, and which they have to work on.
• They make plans, e.g., ‘I want to make sure that children are intrinsically motivated.[…] I will research how I can find the balance between what has to be covered and what the children want’
Teacher research in Developmental Education
9 Faculty of Psychology and Education
TEACHER RESEARCH IN A DE SCHOOL
Teachers in this project: - Learned to step out of their comfort zone- Experimented with inquiry-based learning in their classroom- Researched their own practice- Reflected on their own development
Children: - Got more freedom in undertaking
inquiry
- Were intrinsically motivated
- Learned from each other
Teacher research in Developmental Education
10 Faculty of Psychology and Education
QUESTIONS?
For articles / more information
on Developmental Education
or my research, please email:
Teacher research in Developmental Education
