Teachers’ perceptions of the school as a learning environment for practice-based research : testing a model that describes relations between input, process and outcome variables

M.C.W. Vrijnsen - de Corte, P.J. Brok, den, T.C.M. Bergen, M. Kamp

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    Abstract

    In-school practice-based research by teachers has been suggested as a powerful activity to foster meaningful professional learning. In this study, structural equation modeling was used to investigate paths (relations) between respondents’ perceptions of the school as learning environment for practice-based research (research structure, research culture, and partnership), motives for performing practice-based research, process variables (planning and performing research, and evaluating and reporting research), and outcome variables (research attitude and efficacy beliefs, and teacher efficacy beliefs). In the study, 56 teacher-researchers and student teachers who carried out practice-based research in secondary education schools in the Netherlands were asked for their perceptions by means of a questionnaire. The results of structural equation modeling analyses suggested different structural paths to explain associations between the different variables. The model showed that outcomes of practice-based research were mainly influenced by research process variables and motives to conduct research. This implies that schools implementing practice-based research as a professional learning activity should focus on the process of practice-based research and teachers’ motives for performing practice-based research.
    Original languageEnglish
    Title of host publicationApplication of structural equation modeling in learning environments research
    EditorsM.S. Khine
    Place of PublicationDordrecht
    PublisherSense Publishers
    Pages55-74
    ISBN (Print)978-94-6209-331-7
    Publication statusPublished - 2013

    Publication series

    NameContemporary approaches to research in learning innovations
    Volume7

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