Master's thesis - a tool for professional development. Newly qualified teachers' experiences of master's theses in research-based teacher education.
Journal article, Peer reviewed
Published version
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https://hdl.handle.net/10642/8744Utgivelsesdato
2019-11-26Metadata
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Originalversjon
Eklund GBM, Aspfors J, Hansen S. Master's thesis - a tool for professional development. Newly qualified teachers' experiences of master's theses in research-based teacher education. . Nordisk tidsskrift for utdanning og praksis. 2019;13(2):76-92 https://dx.doi.org/10.23865/up.v13.1973Sammendrag
This study aims to investigate teachers’ experiences regarding their master’s theses directly after finishing teacher education and after one year in the profession. Previous research exposes the field as problematising the relationship between teachers’ independent scientific work and their professional qualification. Healey’s (2005) model, characterising four distinctions between research and teaching, provides a frame for analysing the theoretical concepts used in the present study. In this empirical study, 18 teachers were interviewed twice, immediately after completion of teacher education and after one year in the profession. The qualitative content analysis results in three themes characterising the teachers’ experiences with their master’s theses, focusing on their learning experiences and their relation to the teaching profession. These themes are subject knowledge, research-related knowledge and self-knowledge. The results show that the master’s thesis can be perceived as a tool for developing teachers’ knowledge, yet there is a need to facilitate the integration of their knowledge into their daily work and its relevance for the school community. Vår studie syftar till att undersöka lärares erfarenheter av att skriva masteravhandling. Studien undersöker erfarenheterna både i slutet av utbildningen och efter ett år i yrket. Ur tidigare forskning framgår att relationen mellan det självständiga vetenskapliga arbetet och dess betydelse för lärarens professionella kompetens är komplex. Healey’s (2005) modell visar fyra karakteristiska drag mellan forskning och under visning och ger en referensram för analys av de teoretiska begrepp som används i studien. I den empiriska undersökningen intervjuades 18 lärare vid två olika tidpunkter, genast efter avlagd lärarutbildning och efter ett år i yrket. Den kvalitativa innehållsanalysen resulterade i tre övergripande teman som karakteriserar erfarenheter nya lärare har av att skriva en vetenskaplig avhandling och av kunskaper och relation till läraryrket. Temana benämns; ämneskunskap, forskningsrelaterad kunskap och personlig kunskap. Resultatet visar att avhandlingen visserligen utgör ett redskap för lärares kunskapsutveckling, samtidigt som lärarna understryker behovet av en tydlig koppling till det dagliga arbetet så att dess relevans för yrkespraktiken är framträdande.
Utgiver
Nordic Open Access Scholarly PublishingCappelen Damm Akademisk
Serie
Nordisk tidsskrift for utdanning og praksis;Vol. 13, No. 2, 2019Tidsskrift
Nordisk tidsskrift for utdanning og praksis
Med mindre annet er angitt, så er denne innførselen lisensiert som © 2019 Gunilla Eklund, Jessica Aspfors & Sven-Erik Hansén. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (https:// creativecommons.org/licenses/by-nc/4.0/).
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