I Research, You Research: Do Future Teachers Consider Themselves Researchers? (Yo investigo, tú investigas; ¿se consideran investigadores los futuros maestros?)

Autor/inn/en	Giralt-Romeu, Mireya; Liesa, Eva; Castelló, Montserrat
Titel	I Research, You Research: Do Future Teachers Consider Themselves Researchers? (Yo investigo, tú investigas; ¿se consideran investigadores los futuros maestros?)
Quelle	In: Journal for the Study of Education and Development, 44 (2021) 3, S.586-622 (37 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Giralt-Romeu, Mireya) ORCID (Liesa, Eva) ORCID (Castelló, Montserrat)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2020.1759001
Schlagwörter	Teacher Researchers; Teacher Education Programs; Elementary School Teachers; Educational Improvement; Action Research; Case Studies; Student Attitudes; Undergraduate Students; Research Skills; Professional Identity; Correlation; Educational Change; Educational Innovation; Preservice Teachers; Practicums; Teacher Competencies; Foreign Countries; Teacher Responsibility; Spain + Suchen Sie Ihr Suchwort? Lehrerforschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching improvement; Unterrichtsentwicklung; Projektforschung; Case study; Fallstudie; Case Study; Schülerverhalten; Forschungsleistung; Korrelation; Bildungsreform; Instructional innovation; Bildungsinnovation; Practicum; Praktikum; Praktika; Lehrkunst; Ausland; Lehrverpflichtung; Spanien
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. [Translation from Spanish by Mary Black.] (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01