Research culture and the theory/practice divide in initial teacher education
Abstract: Collegiality and being part of a broader research community is a key part of successful research study at Masters and Doctoral levels. With initial teacher education in New Zealand now including a Masters option, this research explores the degree to which these students feel part of a research community, and whether this is something they desire. This will contribute to the bigger issue of the perceived disconnect between theory/research and classroom practice, and provide insight into whether having research be an integral part of initial teacher education students’ programmes helps overcome this issue.
Presider: Monique Woodard, Wilkes University