Heuristics diagrams as a tool to formatively assess teachers’ research

Teacher research or practitioner research has been regarded as a fruitful way to develop teachers’ knowledge and improve teachers’ practice (Altrichter, Feldman, Posch, & Somekh, 2008; Cochran-Smith & Lytle 2009; Loughran, Mulhall, & Berry, 2004). Terms like ‘research-based teacher education’ have been used to describe a general approach that emphasizes the development of teachers’ knowledge, skills, and disposition to become reflective practitioners (Reis-Jorge, 2007).