Meaningful Time for Professional Growth or a Waste of Time? A Study in Five Countries on Teachers’ Experiences within Master’s Dissertation/Thesis Work

Marta Kowalczuk-Walędziak, Amelia Lopez, James Underwood, Linda Daniela, Otilia Clipa

    Research output: Contribution to JournalArticle

    Abstract

    The relationship between master’s thesis work and teachers’ professional development has rarely been explored empirically, yet. Drawing upon a larger study, this paper investigates how teachers who were studying for or who have recently graduated from Master of Education programmes offered in five countries - Poland, Portugal, England, Latvia, Romania - perceive the usefulness of dissertation/thesis work for their professional development and how they attempt to use their MA research results in their (future) teaching practice. Results suggest that although most respondents recognized their MA dissertation/thesis work as having a positive impact on their professional development by enhancing their professionalism, personal development and growth, and understanding the relationship between research and practice, they were less confident about the use of MA research findings in their (future) workplaces. These results are discussed in the context of current challenges regarding master’s level education for teachers, national governments’ educational policies, and the relationship between research, teachers’ practices and professional development.
    Original languageEnglish
    Pages (from-to)1-21
    Number of pages21
    JournalTeaching Education
    Early online date21 Aug 2019
    DOIs
    Publication statusE-pub ahead of print - 21 Aug 2019

    Keywords

    • dissertation/thesis work, master’s studies, (student) teacher research, teacher professional development, research-practice relationship

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