I research, you research: do future teachers consider themselves researchers? (Yo investigo, tú investigas; ¿se consideran investigadores los futuros maestros?)

Mireya Giralt-Romeu, Eva Liesa, Montserrat Castelló

Research output: Indexed journal article Articlepeer-review

5 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)586-622
Number of pages37
JournalInfancia y Aprendizaje
Volume44
Issue number3
DOIs
Publication statusPublished - 2021

Keywords

  • educational inquiry
  • perceptions
  • professional teaching identity
  • research
  • university education

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