Relevant bibliographies by topics / Teacher-researcher

Academic literature on the topic 'Teacher-researcher'

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Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Teacher-researcher"

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Dann, Ruth. "Teacher‐mentor to Teacher‐researcher." Mentoring & Tutoring: Partnership in Learning 3, no. 3 (March 1996): 33–37. http://dx.doi.org/10.1080/0968465960030305.

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Santa, Carol M., and John L. Santa. "Teacher as Researcher." Journal of Reading Behavior 27, no. 3 (September 1995): 439–51. http://dx.doi.org/10.1080/10862969509547891.

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Lee, Eun-Joo. "Perception of a Teacher-Researcher about the Reality of Teacher Research and Teacher-Researcher." Journal of Anthropology of Education 21, no. 3 (September 2018): 1–46. http://dx.doi.org/10.17318/jae.2018.21.3.001.

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The Lancet. "Researcher, clinician, or teacher?" Lancet 357, no. 9268 (May 2001): 1543. http://dx.doi.org/10.1016/s0140-6736(00)04742-5.

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Banatvala, JE. "Researcher, clinician, or teacher?" Lancet 358, no. 9285 (September 2001): 921. http://dx.doi.org/10.1016/s0140-6736(01)06043-3.

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Fraser, Robert B. "Researcher, clinician, or teacher?" Lancet 358, no. 9285 (September 2001): 921. http://dx.doi.org/10.1016/s0140-6736(01)06044-5.

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Bawaskar, HS. "Researcher, clinician, or teacher?" Lancet 358, no. 9285 (September 2001): 921–22. http://dx.doi.org/10.1016/s0140-6736(01)06045-7.

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Dugdale, Alan. "Researcher, clinician, or teacher?" Lancet 358, no. 9285 (September 2001): 922. http://dx.doi.org/10.1016/s0140-6736(01)06046-9.

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Nanivadekar, Arun. "Researcher, clinician, or teacher?" Lancet 358, no. 9285 (September 2001): 922. http://dx.doi.org/10.1016/s0140-6736(01)06047-0.

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Shiwach, Raj. "Researcher, clinician, or teacher?" Lancet 358, no. 9285 (September 2001): 922. http://dx.doi.org/10.1016/s0140-6736(01)06048-2.

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Dissertations / Theses on the topic "Teacher-researcher"

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Stanzioni, Adriana Regina Baiocco. "A teacher becoming a researcher." Florianópolis, SC, 2006. http://repositorio.ufsc.br/xmlui/handle/123456789/88354.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
Made available in DSpace on 2012-10-22T08:01:19Z (GMT). No. of bitstreams: 1 230685.pdf: 475338 bytes, checksum: f828f51f7a55fcc9b9a2aa0897e26074 (MD5)
O objetivo desta investigação é mostrar a maneira com que os professores concebem seus próprios conceitos de leitura e se os mesmos influenciam sua prática em sala de aula e também discutir o conteúdo metafórico da fala de uma professora se tornando pesquisadora, enquanto implementa materiais novos em uma turma avançada de inglês da primeira série do ensino médio em um colégio público em Florianópolis, refletindo sobre seus conceitos de leitura e conflitos na presença de novos paradigmas. A coleta de dados se deu através de câmera de vídeo e gravadores e foi feita em três fases: durante reuniões prévias à intervenção em sala de aula, bem como durante as aulas e em reuniões posteriores à implementação da prática em sala de aula. Para a coleta de dados, além das gravações, a pesquisadora fez uso de diários de campo que foram transcritos e analisados e um mapa explanatório sobre metáforas conceituais sobre leitura foi construído. À partir desse mapa, estabeleceu-se uma comparação/contraste entre a fala da professora e a maneira implícita que estas concepções influenciavam sua prática pedagógica. As metáforas encontradas foram 1)LEITURA É UM JOGO 2)O PROFESSOR É UM TREINADOR/ DIRETOR E MAESTRO 3) ALUNOS SÃO JOGADORES E ATORES, refletindo assim a maneira pela qual esta professora concebe respectivamente a leitura, a prática em sala de aula e seus alunos. Este estudo fornece um método de pesquisa de análise de crenças dos professores através destas metáforas conceituais, levando professores a uma reflexão sobre seus conceitos, no caso específico sobre leitura, e como estes influenciam sua prática implicitamente. The objective of this research is to show in which way teachers conceive their own reading concepts and if they influence these teachers' practice in the classroom. This study intends to discuss the metaphorical content in the speech of a teacher becoming a researcher reflecting on her reading concepts and conflicts in the presence of new paradigms while implemented new materials in one advanced English group from high school in a public school in Florianópolis. The data collection was based on video camera and tape recorders and it was made in three phases: during pre counseling meetings before classroom intervention as well as pos-counseling meetings after classroom practice implementation. Besides video and tape recorders, the researcher also made use of research diaries which were transcribed and analyzed and an explanatory map about conceptual metaphors on reading was built. From this map, a comparison was established between the teacher's speech and the implicit way these conceptions influenced her pedagogical practice. The metaphors found were: 1) READING IS A GAME 2) THE TEACHER IS A TRAINER/DIRECTOR AND ORCHESTRA CONDUCTOR 3) STUDENTS ARE PLAYERS AND ACTORS reflecting the way this teacher conceives respectively reading, her classroom practice and her students. This study provides an analysis of teachers' beliefs research method through these conceptual metaphors, fostering teachers to reflect about their concepts, in this specific case about reading and how these concepts influence implicitly their practice.
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Ebenezer, Jazlin Vasanthakumari. "Students' conceptions of solubility : a teacher-researcher collaborative study." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32245.

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For the last fifteen years, research on students' conceptions of physical phenomena has been directing our attention to the value of knowing and considering children's prior ideas in science teaching. Although many who are concerned with science education are aware of and see wisdom in this perspective of teaching, there are many realities, including the content of the discipline, that pose great challenges in translating it into practice in science classes. Currently, in collaboration with teachers, science educators are actively conducting classroom studies. In this process, teachers as researchers are making reflective inquiries into their own students' learning. This study followed a similar framework of research at a microcosmic level. It entailed elicitation of thirteen Grade 11 students' individual prior conceptions of solubility and a teacher-researcher collaboration to incorporate these conceptions in the instruction of a unit on solution chemistry. Consequently, the study presents a phenomenography of solubility, narrates a story about classroom instruction which took students' conceptions into consideration, reports four case studies on students' conceptual growth and changes, and outlines some of the factors that facilitate or constrain collaborative teaching that focuses on student understanding of subject matter. The students' prior conceptions of solubility were categorized into six categories of description: 1. physical transformation from solid to liquid 2. chemical transformation of solute 3. density of solute 4. amount of space available in solution 5. properties of solute 6. size of solute particles With regard to learning chemistry, these conceptualizations made clear four issues: (1) students' explanations were bounded by their perceptions, (2) students extended macroscopic explanations to a microscopic level, (3) students made inappropriate links to previous chemistry learning, and (4) students used the language of chemistry non-discriminately. After studying a unit on solution chemistry, two more categories of description were added to the pre-instructional categories: 1. chemical structure of components 2. solution equilibrium After instruction, the students attributing to the initial six categories of description' diminished in number. The newly acquired conceptions of solubility reflected insufficient explanatory power and were merely overlaid with the chemical language. Learning the language of solution chemistry and acquiring some theoretical understanding of it were reflected in the change between pre- and post-instructional conceptions. This conceptual change can be considered as evolutionary. It was inferred that the abstract and ambiguous nature of chemical theories and principles sets limits to conceptual change teaching. The influences that facilitated the collaborative efforts include: (1) the teacher's attempts to incorporate students' conceptions, (2) the teacher's openness and willingness to assess her own methods of teaching chemistry, (3) the teacher's reflections about the researcher's constructivist teaching, and (4) the researcher's active participation in the classroom interactions. The four most important influences that seriously constrained the collaborative efforts to link students' conceptions with formal chemistry were: (1) the lack of time to devote to the topic of solution chemistry, (2) the lack of teacher time to plan lessons together in order to incorporate students' conceptions, (3) the lack of practical experience on the part of both the researcher and the teacher in developing specific teaching strategies which acknowledged students' prior belief in this content area, and (4) the lack of time to develop common perspectives and a shared language. This study has implications for both teachers and researchers. Specifically, it implies that students' conceptions form an integral component of chemistry instruction—as points of origin for lesson planning and development of curricular materials It also implies that through science educators' modelling and practising in their "teaching and learning" courses, pre- and in-service teachers be challenged to seek answers for epistemological questions such as: What is chemical knowledge? and, How is it acquired? A general implication is that both teachers and researchers, rather than being fence-makers, must strive to be bridge-builders so that they can be learners of each other's theoretical and practical experiences.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Mesher, Pauline. "Documentation in an elementary classroom : a teacher-researcher study." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103151.

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Accompanying materials housed with archival copy.
The purpose of this study is to research the role of documentation in a cycle-two, year one classroom (Grade 3) in a suburban community in Quebec. As the teacher-researcher, my overarching question is to come to a better understanding of how documentation is carried out in the classroom. There are several questions that guide this research: (1) What kinds of documentation are used and what purposes do they serve? (2) What role(s) does the teacher play in the documentation process? (3) What role(s) do the children play in documentation? For the purpose of this study documentation is any recording of or about classroom activities, students, or events influencing learning (Dahlberg, Moss, & Pence, 1999). Data forms included fieldnotes, video tapes, and classroom artifacts. I used complementary categorizing (Maykut & Morehouse, 1994) and contextualizing (Erickson, 1986, 1992; Merryfield, 1990) approaches for analysis, aided by the computer software program Atlas.ti (Muhr, 1997).
Three main categories of documentation were uncovered in the data. These are interactive documentation, reflective documentation, and process-oriented documentation. The activities that supported and sustained the creation of this documentation are explored in detail. The consequences of the documentation process resulted in what is described as an interactive classroom. The major conclusions concern the importance of communication cycles, flexible teacher roles, and the space provided for student participation.
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Zilberman, Victoria. "Implementing a positive behavior support program: a teacher-researcher study." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114178.

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The academic success of students depends, among several factors, on the school's learning environment and the teacher's classroom management skills. In recent years creative solutions to curb poor behavior by establishing proper class discipline have come to the forefront of the teaching profession. With that in mind, the present research topic was chosen to foster appropriate student conduct in establishing and sustaining a productive learning environment through the use of the Positive Behavior Support model. This teacher-as-researcher study took place over a one-year period (2010-2011) in a secondary two class of twenty-five students at a Quebec high school. The collection of the data by means of daily observations of the whole class and three preselected case students was intended to examine the effectiveness of the methods of behavior management used in the field with the teacher's application of them in the classroom. The research results conclude that the Positive Behavior Approach model contributed to a reduction in the number of incidents of poor behavior and an overall improvement of the learning environment in the class. Furthermore, the study enabled personal growth in teaching philosophy, style and enrichment of pedagogical methods and techniques through a process of reflection, analysis and adjustments.
Le succès académique des étudiants dépend de nombreux facteurs tels que l'environnement d'apprentissage et l'aptitude du professeur à contrôler le comportement des étudiants de sa classe. Depuis quelques années plusieurs solutions créatives ont été mises de l'avant par la profession pour établir une bonne discipline de classe. Le présent sujet de recherche fut choisi pour favoriser un comportement étudiant adéquat en établissant et en promouvant un environnement d'apprentissage productif à l'aide du modèle appelé Support Positif du Comportement. Cette recherche comme professeur fut réalisée sur une période d'un an (2010-2011) dans une classe de secondaire deux de 25 étudiants. La collecte de données réalisée à l'aide d'observations journalières de la classe et de trois étudiants avait pour but d'examiner l'efficacité des méthodes de contrôle du comportement utilisées dans le domaine et par le professeur. Les résultats de la recherche démontre que le modèle de l'approche du Support Positif a contribué à une réduction du nombre d'incidents de comportements inappropriés et il permet une amélioration générale de l'environnement d'apprentissage dans la classe. De plus, l'étude permit un développement personnel dans la philosophie d'enseigner, dans le style et l'enrichissement des méthodes et techniques pédagogiques par un procédé de réflexions, d'analyse et d'ajustements.
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McCartney, Laura Lee. "Unpacking Self in Clutter and Cloth: Curator as Artist/Researcher/Teacher." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849713/.

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This a/r/tographic dissertation offers opportunities to interrogate curator identity and curator ways of being in both public and private spaces. Instead of an authoritative or prescriptive look at the curatorial, this dissertation as catalogue allows for uncertainty, for messiness, for vulnerable spaces where readers are invited into an exhibition of disorderly living. Stitched throughout the study are stories of mothering and the difficulties that accompanied the extremely early birth of my daughter. Becoming a mother provoked my curating in unexpected ways and allowed me to reconsider the reasons I collect, display, and perform as a curator. It was through the actual curating of familial material artifacts in the exhibition Dress Stories, I was able to map the journey of my curatorial turns. My engagement with clothing in the inquiry was informed by the work of Sandra Weber and Claudia Mitchell, where dress as a methodology allows for spaces to consider autobiography, identity, and practice. It was not until the exhibition was over, I was able to discover new ways to thread caring, collecting, and cataloging ourselves as curators, artists, researchers, teachers, and mothers. It prompts curators and teachers to consider possibilities for failure, releasing excess, and uncaring as a way to care for self, objects, and others.
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Clark, Lynn V. "Teacher professional development as a third space researcher and practitioner dialogues /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330782.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, School of Education, 2008.
Title from PDF t.p. (viewed on Jul 22, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3842. Adviser: David J. Flinders.
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Calder, Mary E. "Understanding ESL writing, a teacher-researcher case study of two university writers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30455.pdf.

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Holm, Daniel Thomas. "The influences of a literature discussion group: "Remedial" readers and teacher-researcher." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186559.

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The purpose of this study was to examine the responses of third grade students to literature discussions. The theoretical framework of this study is embodied in a transactive theory of reading as explained by a reader-response perspective. The design was descriptive to provide insights concerning the instructional setting, teacher-researcher role, students, and teacher-colleagues. Ten third grade students, identified by their classroom teachers as "remedial" readers, participated in this study. The students, from three classrooms, attended a 45 minute weekly literature discussion session for a period of 16 weeks. Texts for the discussions included multiple copies of traditional folk tales. Data for this study were gathered through participant observation, formal and informal interviews, miscue analysis, field notes, and audio recordings of the literature discussions. The data were analyzed using a constant comparison process; that is, a process of developing initial coding categories from the data and refining or adding to the categories as the data were evaluated for "fit." The findings suggest that the students had a difficult time, initially, engaging in the literature discussions. Not having been involved in literature discussions, the students knew little of the social conventions of discussing with their peers. After a few sessions, however, the students were able to more fully engage each other with the literature. Although some students remained quiet throughout the discussions, all of the students had at least one evaluative response to make for each of the stories. Results from the miscue data suggest that these "remedial" readers improved dramatically in their ability to read and retell stories. In addition, I discovered that I needed to balance my role of teacher and researcher and expand my views of response. The teacher-colleagues noted that the students were more confident readers in their classrooms, and in one case, a teacher described how she changed her interactional patterns with the students. The findings suggest that the role of the teacher is crucial in facilitating response. How the teacher organizes literature discussions, what factors are highlighted, and the freedom students feel in discussing issues are positively or negatively influenced by the teacher.
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Magalhaes, Maria Cecilia Camargo. "A study of teacher-researcher collaboration on reading instruction for Chapter one students." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39989.

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This study examines a collaborative endeavor in which a Chapter One teacher and a researcher worked together to plan, conduct and reflect on a reading instruction designed to promote strategic reading. For eleven weeks, data were collected during conversations and reflective/planning sessions conducted by the teacher and the researcher and during instruction for a group of fourth- and fifth-grade students. Ethnographic methods such as participant observation, interviews, document collections and research journal writing were used as data collection techniques. Two methods of data analysis were used - discrepant case analysis (Erickson, 1986) and constant comparison method (Glaser and Strauss, 1967). The findings suggest that the teacher-researcher collaboration motivated changes in the teacher, the researcher and the students. That is, the collaborative work helped the teacher learn to use a process approach to teaching reading comprehension. It also helped students learn about the reading process and reading strategies. Finally, this study helped the researcher learn about ways to assist teachers in becoming more knowledgeable and reflective.
Ed. D.
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Rodgers, Adrian R. "Teacher and Teacher-Researcher Classroom Collaboration: Planning and Teaching in a Secondary English Classroom using Process-Oriented Drama Approaches." Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216227342.

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Thesis (Ph. D.)--Ohio State University, 1999.
Advisors: Kenneth Howey and George Newell, College of Education. Includes bibliographical references (leaves 221-228). Available online via OhioLINK's ETD Center
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Books on the topic "Teacher-researcher"

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Alexakos, Konstantinos. Being a Teacher | Researcher. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-295-0.

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Jeff, Northfield, ed. Opening the classroom door: Teacher, researcher, learner. London [England]: Falmer Press, 1996.

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S, Brown Kimberlee, ed. Teacher as reflective practitioner and action researcher. Belmont, CA: Wadsworth/Thomson Learning, 2002.

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Parsons, Richard D. Teacher as reflective practitioner and action researcher. Belmont, CA: Wadsworth/Thomson Learning, 2002.

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Mills, Geoffrey E. Action research: A guide for the teacher researcher. 4th ed. Upper Saddle River, N.J: Allyn & Bacon, 2010.

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Mills, Geoffrey E. Action research: A guide for the teacher researcher. 2nd ed. Upper Saddle River, N.J: Merrill/Prentice Hall, 2003.

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Action research: A guide for the teacher researcher. 3rd ed. Upper Saddle River, N.J: Pearson Merrill Prentice Hall, 2007.

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Mills, Geoffrey E. Action research: A guide for the teacher researcher. 4th ed. Boston: Pearson, 2011.

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Children learning through literature: A teacher researcher study. Portsmouth, N.H: Heinemann, 1990.

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Oommen, T. K. Y.B. Damle: The teacher, the researcher, and the scholar. Pune: Dept. of Sociology, University of Pune, 2007.

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Book chapters on the topic "Teacher-researcher"

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Martinez, Jaime E. "Teacher – Researcher." In A Performatory Approach to Teaching, Learning and Technology, 97–111. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-666-3_9.

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France, Ann. "Teacher Researcher." In Quality Learning, 105–15. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-914-0_10.

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Bicknell, Brenda, and Jenny Young-Loveridge. "Teacher-Researcher Partnerships." In Realising Innovative Partnerships in Educational Research, 67–75. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-062-2_8.

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Fiore, Lisa B. "Teacher as Researcher." In Assessment of Young Children, 194–211. Second edition. | New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367808709-9.

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Craig, Cheryl J. "Teacher Research and Teacher as Researcher." In International Handbook of Research on Teachers and Teaching, 61–70. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_4.

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Loughran, John. "Student Teacher as Researcher." In Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_252-4.

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Loughran, John. "Student Teacher as Researcher." In Encyclopedia of Science Education, 1008–10. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_252.

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MacPhail, Ann. "Teacher educator as researcher." In Being a Teacher Educator, 142–54. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003055457-11.

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Alexakos, Konstantinos. "Introduction." In Being a Teacher | Researcher, 1–10. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-295-0_1.

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Alexakos, Konstantinos. "My Beginnings as a Teacher | Researcher." In Being a Teacher | Researcher, 93–97. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-295-0_10.

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Conference papers on the topic "Teacher-researcher"

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Esposito, Salvatore. "E. Majorana researcher and teacher: the latest achievements." In Ettore Majorana's legacy and the Physics of the XXI century. Trieste, Italy: Sissa Medialab, 2007. http://dx.doi.org/10.22323/1.037.0006.

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Guerra, Monica, and Federica Valeria Villa. "CREATIVE RESEARCH IN SCHOOLS: A METHODOLOGY FOR TEACHER-RESEARCHER." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1750.

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Mäeots, Mario. "TEACHER AS A RESEARCHER: TO BE OR NOT TO BE?" In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2459.

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Rebello, N. Sanjay. "Teacher-Researcher Professional Development: Case Study at Kansas State University." In 2005 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2006. http://dx.doi.org/10.1063/1.2177040.

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Bulatova, Nadezhda Y. "TAMARA EGOROVNA ANDREEVA - RESEARCHER EVENK LANGUAGE, TEACHER, ORGANIZER OF SCIENCE." In Обучение иностранному языку студентов высших и средних образовательных учреждений на современном этапе; Сохранение и ревитализация языков и культур эвенков, эвенов России и орочонов Китая. Благовещенск: Амурский государственный университет, 2022. http://dx.doi.org/10.22250/9785934933815_261.

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Champion, Joe, Angela R. Crawford, and Michele Carney. "Articulating effective middle grades instructional practices in a teacher-researcher alliance." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-292.

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Penner-Williams, Janet. "Thinking Like a Researcher: What Novice Teacher-Researchers Can Learn From Surveys About Teacher Professional Development." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573156.

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Naff, David. "Teacher Exit Survey Development Through a Researcher-Practitioner Partnership: A Collaborative Approach." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573253.

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Chaw, Ei Phyu, and Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.

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Abstract:
Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.
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Potyrała, Katarzyna, Karolina Czerwiec, Emanuel Studnicki, and Wioletta Skrzypek. "TEACHER AS RESEARCHER – FROM THE TRANSFERER OF KNOWLEDGE TO THE LEADER OF SCIENTIFIC RESEARCH." In NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY. Uniwersytet Pedagogiczny w Krakowie, 2018. http://dx.doi.org/10.24917/9788394156893.2.

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