Professional inquiry in teacher education: Educational development based on stakeholders’ ideas and experiments

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Paper for NERA network 19, Teacher’s Work and Teacher Education

1: Research topic/aim
The Danish large-scale initiative (2019-2023) ‘Teacher education as a laboratory for developing excellent teaching and education’, shortened LULAB at our college, is building on ideas about professional stakeholders’ educational experiments (Staunæs et al., 2014). There are many top-down demands for teacher education and an initiative like LULAB provides hope for acknowledgement also of bottom-up ideas. The research is examining the professional agency in the dynamic context of the educational development initiative.

2: Theoretical framework
Student teachers, teacher educators and partners from schools are in the LULAB-initiative engaged in collaborative professional inquiry (Boyd & White, 2017). Professional inquiry is about ongoing iterative processes, where stakeholders work together to bring about educational change grounded in the problems and the contexts of practice. The study examines agency as unfolded in this dynamic working life context (Vähäsantanen, 2015).

3: Methodology/research design
The research design is a sequential mixed method design, with a repeated survey and multiple qualitative data.

4: Expected results/findings
The first findings indicate a high level of perceived outcomes, an experience among teacher educators of contributing to transforming work practice, and possibilities for students’ teachers to gain from trying out ideas with school students and by being positioned as co-developers. The findings also indicate how crucial it is with organisational support for sharing ideas across projects.

5: Relevance to Nordic educational research
There are different models of teacher education in the Nordic countries, but all countries experience the top-down demands accentuating the relevance of sharing ideas about how to acknowledge practitioner - teacher educator, student teacher and teacher – perspectives.

6. References
Boyd, P. & White, E. (2017). Teacher educator professional inquiry in an age of accountability. I P. Boyd og A. Szplit (red). Teachers and teacher educators learning through inquiry: International perspectives, 123-142. Krakow: Attyka.
Staunæs, D. et al. (eds) (2014). Læringslaboratorier og - eksperimenter. Aarhus: Aarhus Universitetsforlag.
Vähäsantanen, K. (2015). Professional agency in the stream of change: Understanding educational change and teachers' professional identities. Teaching and Teacher Education, 47, 1-12.
Antal sider17
StatusUdgivet - 2021
BegivenhedNERA 2021: Hope and Education - SDU, Odense, Danmark
Varighed: 3 nov. 20215 nov. 2021
Konferencens nummer: 2021


KonferenceNERA 2021


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