GATE by Kristof De Witte https://padlet.com/kristof_de_witte/7042snd2bhil Integration of research in teacher education en-us 2018-12-03 13:27:39 UTC 2022-12-08 10:00:38 UTC hello@padlet.com Strengths baertkathy https://padlet.com/kristof_de_witte/7042snd2bhil/wish/312150796 1. Students are fostered an inquiring mind and are equipped with research skills. 
2. Research informs teaching, teaching informs research.
3. Community of practice
 university level: evidence based research 

- teacher: develop their own research skills which supports theur own teaching and professional development
- student-teacher: able to ask questions  (sense of curiosity)

- Having inquiring mind: being able to pose questions

- university level: evidence based research 
- teacher: develop their own research skills which supports theur own teaching and professional development
- student-teacher: able to ask questions  (sense of curiosity)




]]> 2018-12-07 09:18:35 UTC https://padlet.com/kristof_de_witte/7042snd2bhil/wish/312150796 THREATs - Students attitude regarding research (when they don’t internalize the value ) ; teacher often underestimate the time needed for the internalization. - Lack of time - Lack resources: infrastructure (to look up information), e.g. computers, internet, databases, programs for analysis… - Research culture or traditions, policies  influences the skills, knowledge, attitudes of the teacher trainers/lecturer - Publication (production vs. "slow research": researchers are encouraged to publish a lot, this focus on quantity may diminish quality.  This can also give a wrong message to the students- Incentives for teaching, rather than for research. balloonlai https://padlet.com/kristof_de_witte/7042snd2bhil/wish/312151100   ]]> 2018-12-07 09:20:14 UTC https://padlet.com/kristof_de_witte/7042snd2bhil/wish/312151100 STRENGHTS balloonlai https://padlet.com/kristof_de_witte/7042snd2bhil/wish/312151434 _  For students: Integrating research into the curriculum equips them with inquiry minds and research skills  -->  helpful for them as a teachers later.

- For teachers: this develops their expertise and professional knowledge.

- For the curriculum: it will become research and evidence-informed.

- For the institutions: they gain prestige as a research university --> higher rankings.]]> 2018-12-07 09:22:13 UTC https://padlet.com/kristof_de_witte/7042snd2bhil/wish/312151434 Opportunities baertkathy https://padlet.com/kristof_de_witte/7042snd2bhil/wish/312151907 - external factors (contexts, disciplines...)
- research participation of students (learning and research --> practice)

1. Internships: when students go to the school, they have the opportunity to question what happens and what they see, and take this back to the institute to discuss and investigate.
2. Students can act as research assistants.  

  1. Make students aware of research during internship, let them see a problem, formulate question, read about...
  2. Use the opportunity when you are part of an university to do research, participants available, easier access to schools to do action research
  3. When teeachers and students more involved in research, university can buy access to international journals

student - teacher: students bring in questions from their own practice that teachers/researchers can research
students are exposed to the research expertise of the teacher to enable them to formulate their own research questions
- university: gives the opportunity to have that exchange (practical based research)
- inter-university collaboration between teachers from different universities
]]> 2018-12-07 09:24:39 UTC https://padlet.com/kristof_de_witte/7042snd2bhil/wish/312151907 Weaknesses baertkathy https://padlet.com/kristof_de_witte/7042snd2bhil/wish/312152180 1.  Large number of students.
2.  Some universities or HEI see teaching as a priority, over research.
3.  Students attitude regarding research (when they don’t know the value of research)

university level: lack of teachers - they have to teach outside their area of expertise and a lack time for doing research; only few colleagues who do research; does not pay attention to doing research; not enough incentives to do research
student teacher: no access to journals and other matarials

- weak culture of research
- too much teaching
- research not kink to teaching


  1. Heavy and diverse workload of the teacher  
  2. Not all students can do independent work or have the means to do research
  3. Doctors become managers
]]> 2018-12-07 09:25:58 UTC https://padlet.com/kristof_de_witte/7042snd2bhil/wish/312152180 Threaths https://padlet.com/kristof_de_witte/7042snd2bhil/wish/312153351 1. Lack resources: infrastructure, e.g. computers, internet, databases, programs for analysis, lack of places for internship… 
2.  Research culture or traditions, policies 

- teacher: misconception regarding research and this comes from prior experiences in their education
- student inheritate misconceptions about research 
university: lack of institutional research culture; incentives to teaching and not to doing research; lack of software 

university level: lack of teachers - they have to teach outside their area of expertise and a lack time for doing research; only few colleagues who do research; does not pay attention to doing research; not enough incentives to do research 
student teacher: no access to journals and other matarials]]> 2018-12-07 09:31:55 UTC https://padlet.com/kristof_de_witte/7042snd2bhil/wish/312153351