Marta Kowalczuk‐Walędziak
Biographic Data
| ID | 6509024 |
|---|---|
| NAME | Marta Kowalczuk‐Walędziak |
| GIVEN NAMES | Marta |
| FAMILY NAME | Kowalczuk‐Walędziak |
| SIGNATURE | WALĘDZIAK M K |
| AFFILIATIONS | Faculty of Education University of Białystok Białystok Poland |
| ORCID | 0000-0001-7531-2947 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Master’s students’ attitudes towards research-informed educational practice
This study explores master’s students’ attitudes towards research-informed educational practice (RIEP) across cognitive, affective, self-efficacy, and behavioural components, using a repeated cross-sectional design. Survey data were collected from students enrolled in two-year master’s programmes in education at three distinct points in their studies: the beginning of the first year (n = 122), the end of the first year (n = 171), and the end of t…
The Taboo of Withdrawal
In knowledge‐based societies, withdrawal from doctoral education is often seen and spoken about as embarrassing, undesirable, and awkward. Emerging from complex conditions—a mix of profoundly personal factors and weighty contextual factors—withdrawal tends to be a silenced or shamed process, producing a layered dynamic of taboo upon taboo upon taboo. In the hope of helping to challenge this silencing and shaming, this qualitative study explores h…
Getting the Right Mix Between Research and Teaching
Integrating research into teaching gives future practitioners the opportunity to inform and enhance their own professional capacities and practices with research. This study analyses integration practices currently employed by a sample of 124 university teachers delivering teacher education and education studies courses from three research‐intensive universities in Catalonia (Spain), Poland, and England. Three particular aspects of their research…
Preparing pre-service teachers to embrace research-informed teaching practice
This article reports the findings of a cross-national, survey-based study that examined the capabilities of university-based teacher educators in Poland, Portugal, and Hungary in terms of preparing pre-service teachers to embrace research-informed practice. Drawing on survey data from 105 teacher educators involved in initial teacher education master’s programmes, the findings revealed that participants generally possessed a solid level of knowle…
Towards a model for success
Unlocking the potential of research‐informed practice
This survey‐based study delves into the intricate interplay of research utilisation in the pedagogical approaches of a sample of 534 teachers across Catalonia (Spain), Poland, and England. Applying Baudrillard's Theory of Consumption lenses, we present novel insights into the multifaceted aspects of research use, including its benefits, costs, and significance within the teaching profession. Our findings underscore the interdependencies among the…
Understanding and improving teachers’ research engagement
International Qualitative Research on Teacher Education
In this article we explore and discuss the benefits of and the challenges that arise when using qualitative methods to conduct research internationally. We firstly discuss the relationship that writers of qualitative studies have with their readers and the implications of this for writing style. This is then followed by an overview of different aspects of data collection design. Within this section we discuss research that we have conducted, as p…
International Qualitative Research on Teacher Education
In this article we explore and discuss the benefits of and the challenges that arise when using qualitative methods to conduct research internationally. We firstly discuss the relationship that writers of qualitative studies have with their readers and the implications of this for writing style. This is then followed by an overview of different aspects of data collection design. Within this section we discuss research that we have conducted, as p…
Towards a model for success
Unlocking the potential of research‐informed practice
This survey‐based study delves into the intricate interplay of research utilisation in the pedagogical approaches of a sample of 534 teachers across Catalonia (Spain), Poland, and England. Applying Baudrillard's Theory of Consumption lenses, we present novel insights into the multifaceted aspects of research use, including its benefits, costs, and significance within the teaching profession. Our findings underscore the interdependencies among the…
Understanding and improving teachers’ research engagement
Getting the Right Mix Between Research and Teaching
Integrating research into teaching gives future practitioners the opportunity to inform and enhance their own professional capacities and practices with research. This study analyses integration practices currently employed by a sample of 124 university teachers delivering teacher education and education studies courses from three research‐intensive universities in Catalonia (Spain), Poland, and England. Three particular aspects of their research…
Preparing pre-service teachers to embrace research-informed teaching practice
This article reports the findings of a cross-national, survey-based study that examined the capabilities of university-based teacher educators in Poland, Portugal, and Hungary in terms of preparing pre-service teachers to embrace research-informed practice. Drawing on survey data from 105 teacher educators involved in initial teacher education master’s programmes, the findings revealed that participants generally possessed a solid level of knowle…
Master’s students’ attitudes towards research-informed educational practice
This study explores master’s students’ attitudes towards research-informed educational practice (RIEP) across cognitive, affective, self-efficacy, and behavioural components, using a repeated cross-sectional design. Survey data were collected from students enrolled in two-year master’s programmes in education at three distinct points in their studies: the beginning of the first year (n = 122), the end of the first year (n = 171), and the end of t…
The Taboo of Withdrawal
In knowledge‐based societies, withdrawal from doctoral education is often seen and spoken about as embarrassing, undesirable, and awkward. Emerging from complex conditions—a mix of profoundly personal factors and weighty contextual factors—withdrawal tends to be a silenced or shamed process, producing a layered dynamic of taboo upon taboo upon taboo. In the hope of helping to challenge this silencing and shaming, this qualitative study explores h…
Teacher Education and Leadership Studies (7 works) · Pedagogy (6 works) · Psychology (6 works) · Educational Assessment and Improvement (5 works) · Sociology (5 works) · Mathematics education (4 works) · Data collection (2 works) · Educator Training and Historical Pedagogy (2 works) · Higher education (2 works) · Medical education (2 works)