Studying teachers and professional practice
Intense collaboration between formal learning situations and professional practice enables student-professionals to make better use of their learning outcomes to improve their professional practice. We are studying how studying teachers develop ‘agency’ in these professionalisation processes and, by doing this, contribute to the improvement of their professional practice.
Objective
Much is already known about which professionalisation-process factors can result in the creation of a rich learning environment in which studying teachers are able to develop and also contribute to the improvement of their professional practice. However, it has been found that the many factors and process involved make it difficult to create this rich learning environment. Insight is needed into the underlying mechanisms that ensure that studying teachers develop ‘agency’. This term can be defined as the extent to which a professional consciously chooses and is able to influence his/her work and professional role. An improved insight into how 'agency' is developed could make it possible to bridge the gap between individual professionalisation and organisational learning.
The research objective is to develop an insight into which mechanisms impede and promote the development of 'agency' in potentially promising learning environments in which educational programmes and professional practice work together closely to achieve educational innovation. Based on the research outcomes, guidelines and examples are being formulated to promote the ‘agency’ of student professionals. We expect to gain insights that will enable educational programmes and professional practice to achieve quality-related improvements.
Results
This research is ongoing. Once completed, the research results will be summarised here.
Duration
01 January 2019 - 01 January 2022
Approach
A literature review and the consultation of experts will take place in a pre-study. This will enable us to identify a number of possible mechanisms that could play a role in impeding or promoting 'agency'. Research tools will be designed and presented to peers for validation too.
Next, a multiple case study of three parallel cases will be conducted over a period of two years. This will give us a comprehensive insight into professionalisation processes and the effective mechanisms that play a role in them and we will be able to rule out rival explanations for the development of agency.
HU researchers involved in the research
Collaboration with knowledge partners
Together with administrators from our network, we will select three cases of collaborative processes that exist between student-professionals and teachers from professional practice. The research partners will be determined at a later date.
