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dc.contributor.authorZeivots, Sandris
dc.contributor.authorBuchanan, John
dc.contributor.authorPressick-Kilborn, Kimberley
dc.date.accessioned2025-04-04T02:49:58Z
dc.date.available2025-04-04T02:49:58Z
dc.date.issued2024en_AU
dc.identifier.urihttps://hdl.handle.net/2123/33779
dc.description.abstractContemporary schools seek to employ teachers who are curious learners, who can employ practitioner inquiry skills to investigate, inform and grow their own classroom practice, responsive to their circumstances. As a profession, the question we must ask is how do we best prepare and continue to equip teachers with the necessary research skills to investigate and inform their own practice? In this study, we share our pedagogical stance and features of our approach in a new core undergraduate subject for pre-service teachers (PSTs). We discuss professional learning groups (PLGs) for initial teacher education students as the main intervention in the subject, and, more specifically, we elaborate how regular participation in PLGs formed in an on-campus subject can help PSTs to become researchers. We draw on 183 student exit tickets and student feedback surveys to consider broader implications for how to engage teachers in research. This study poses questions about the nature of practitioner research and investigates the role that PLGs play in disrupting the challenges universities face in preparing teachers to engage in and with research.en_AU
dc.publisherSpringeren_AU
dc.relation.ispartofThe Australian Educational Researcheren_AU
dc.rightsCreative Commons Attribution 4.0en_AU
dc.subjectAction research
dc.subjectPractitioner research
dc.subjectPre-service teachers
dc.subjectProfessional learning groups
dc.subjectTeacher education
dc.titlePre-service teachers becoming researchers: the role of professional learning groups in creating a community of inquiryen_AU
dc.typeArticleen_AU
dc.identifier.doi10.1007/s13384-022-00589-2
dc.type.pubtypePublisher's versionen_AU
usyd.facultySeS faculties schools::The University of Sydney Business Schoolen_AU
usyd.citation.volume51en_AU
usyd.citation.spage463en_AU
usyd.citation.epage480en_AU
workflow.metadata.onlyNoen_AU


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