TY - JOUR
T1 - I research, you research
T2 - do future teachers consider themselves researchers?
AU - Giralt-Romeu, Mireya
AU - Liesa, Eva
AU - Castelló, Montserrat
N1 - Publisher Copyright:
© 2020 Fundacion Infancia y Aprendizaje.
PY - 2021
Y1 - 2021
N2 - This interpretative, cross-sectional study analysed the perceptions of students in their last year of their bachelor’s in primary school education with regard to educational inquiry. It explored their understanding of what this concept means and its benefits, as well as the procedures, stakeholders and competences involved in research. The data were collected using the TePi (Teacher Professional Identity) questionnaire and a focus group. The results indicate that overall the students did not view research as an integral part of their professional identity and established anecdotal relations between the usefulness of research in classrooms, its association with educational improvement processes and their own responsibilities. Furthermore, they had difficulties systematically defining the procedures associated with research and did not consider themselves fully competent to conduct research themselves. Based on the results, we can discern a need to revise training programmes to adopt a more research-based approach if we want future teachers to gain competence in and take responsibility for innovation processes at schools.
AB - This interpretative, cross-sectional study analysed the perceptions of students in their last year of their bachelor’s in primary school education with regard to educational inquiry. It explored their understanding of what this concept means and its benefits, as well as the procedures, stakeholders and competences involved in research. The data were collected using the TePi (Teacher Professional Identity) questionnaire and a focus group. The results indicate that overall the students did not view research as an integral part of their professional identity and established anecdotal relations between the usefulness of research in classrooms, its association with educational improvement processes and their own responsibilities. Furthermore, they had difficulties systematically defining the procedures associated with research and did not consider themselves fully competent to conduct research themselves. Based on the results, we can discern a need to revise training programmes to adopt a more research-based approach if we want future teachers to gain competence in and take responsibility for innovation processes at schools.
KW - educational inquiry
KW - perceptions
KW - professional teaching identity
KW - research
KW - university education
KW - Identitdad profesional
KW - Docente
KW - Percepciones
KW - Investigación
KW - Indagación educativa
KW - Formación universitaria
UR - http://www.scopus.com/inward/record.url?scp=85086927931&partnerID=8YFLogxK
UR - https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=pure_univeritat_ramon_llull&SrcAuth=WosAPI&KeyUT=WOS:000544590600001&DestLinkType=FullRecord&DestApp=WOS
U2 - 10.1080/02103702.2020.1759001
DO - 10.1080/02103702.2020.1759001
M3 - Article
AN - SCOPUS:85086927931
SN - 0210-3702
VL - 44
SP - 586
EP - 622
JO - Infancia y Aprendizaje
JF - Infancia y Aprendizaje
IS - 3
ER -