ÐÏà¡±á>þÿ ;=þÿÿÿ<ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥Á5@ø¿bjbjÏ2Ï2"(XXÿÿÿÿÿÿˆhhhhhhh¸||||˜¸¢ j°ÆÆÆÆÆ.ô! # # # # # # $R^ŽG h ÆÆ G hhÆÆ\ ù ù ù ¦hÆhÆ! ù ! ù ù ‰hhÕÆ¤X^Åe‘Ë|· ¡ý$r 0¢ ©,ìÍ "ìÕ|$ hhhhìhÕ( ´rù &\‚G G ¸¸Ä|ï ¸¸|Looking at things from a slight distance Learning outcomes from research conducted by teachers Marco Snoek and Erica Moens ( HYPERLINK "mailto:M.Snoek@hva.nl" M.Snoek@hva.nl) ABSTRACT In 2006, the Dutch Ministry of Education, Culture and Science (OCW) initiated a series of pilot programmes based on the concept of academic training schools (Academische Opleidingsschool). The academic training school is defined as ‘a school that combines its training function [for teacher students] with a component consisting of highly practice-oriented research and innovation’ (Ministry of OCW, 2005). In this definition, the academic training school has much in common with the concept of the Professional Development School or PDS (Holmes Group 1990; Darling Hammond 2005). When the pilot programmes were first launched, no concrete guidelines were provided on how the concept of the academic training school should be put into practice, which meant that the participating schools were free to flesh this out for themselves, depending on the research objectives envisaged by each individual school. If the purpose of research is to achieve scientifically-based knowledge about teaching and learning processes in order to make evidence-based improvements to education, it is obvious that experienced researchers from universities and lectorates of universities of applied sciences will play a key role in the school's research. If the aim is to reinforce local practical knowledge and contribute to teachers’ professional development, the role of teachers in conducting research will be emphasised (Broekkamp & Van Hout-Wolters 2006). In the pilot programme involving three secondary schools in Amsterdam who co-operated in the Amsterdam Academic Training School (Academische Opleidingsschool Amsterdam), the decision was taken to place the emphasis on the role of the teacher as researcher. This was based on the assumption that research conducted by teachers contributes to the learning of the teacher researcher and that of the school as a whole. Based on this assumption, a parallel study was conducted into the actual contribution made by the teachers’ research to individual and collective learning within the school. The paper reports the results of this study. The research design involved a perception study among the teacher researchers concerned (Moens 2008) with a focus on individual learning, team learning and organisational learning. The conclusion and subsequent evaluation summarise the results and lessons to be learned in order to stimulate and guarantee a research culture within schools. In the context of the Academische Opleidingsschool Amsterdam, the teacher researchers believe their involvement in conducting research actually led to increased professional development at a range of levels. One thing that stands out is that learning was achieved not only in relation to the specific theme of their research studies, but also with regard to professional detachment, awareness of the school's overall vision and the school organisation, insights into conducting research, understanding colleagues, and awareness of one's own passions and potential. In this respect, the research at the Academische Opleidingsschool Amsterdam led to a more professional attitude on the part of teachers and helped counteract a sense of ‘us and them’ within schools. The fact that various teacher researchers were working in the schools also led to processes of teambuilding and the development of shared knowledge both in terms of conducting research and the specific subjects covered by the research. The teacher researchers feel that they have a shared mission and can act as support and a sounding board for each other. Team formation is reinforced if the school management addresses the teacher researchers as a group and involves them in discussions and decision-making about innovation and education within the school.Where a distinction was drawn between the teacher researchers and those responsible for classroom innovation under the direction of the teacher researchers, the teacher researchers often felt that this did not fit in with the informal culture within the school and therefore this model proved not to be effective in the two schools in which it was applied. The contribution the teachers’ research made to organisational learning as a whole varied among the different schools. This appeared to be highly dependent on the extent to which the research subject is being made relevant to the school as a whole. Improvements can be achieved in this area by means of combined action by the school management and teacher researchers in determining the ultimate research question and in disseminating the results of the research at study days within the school. Taking into account specific preconditions with respect to the structure and culture within schools, virtually all the teacher researchers in this study believe the academic training school to be an effective structure, as stated by one of the teachers: I think it is a highly effective way of enabling things to develop from the inside-out. Of course, that is not the whole picture, as there is also some direction from above. But in my experience, when things are imposed on teachers they are not very effective. This is a nice combined approach which I believe shows great promise for the years to come. 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