LAUSR

Abstract This study investigated the involvement in inquiry-based working of graduates of research-intensive (academic) and practically oriented (regular) Dutch teacher education programmes. Differences between graduates from both types of programmes were assessed through a survey among 201 beginning teachers. Graduates of both programmes were involved in systematic reflection and in using research, however, they were less frequently conducting research. While academic teachers perceived themselves as more competent than regular teachers in inquiry-based working, there were few differences in their actual involvement in inquiry-based activities. Participation in a professional learning community appeared to stimulate the involvement of academic teachers in inquiry-based working.