Research Competency-Oriented Teacher Training
International studies have underscored the necessity of enhancing teachers' research competence, as many do not exhibit the requisite attitude and skills. Addressing the gap requires understanding the factors that shape educators' beliefs about research and evidence-based practice, and hel...
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | español |
| OAI Identifier: | oai:ddd.uab.cat:311173 |
| Acceso en línea: | https://ddd.uab.cat/record/311173 |
| Access Level: | acceso abierto |
| Palabra clave: | Research Competence Evidence-Based Practice Teacher Training Teacher identity |
| Sumario: | International studies have underscored the necessity of enhancing teachers' research competence, as many do not exhibit the requisite attitude and skills. Addressing the gap requires understanding the factors that shape educators' beliefs about research and evidence-based practice, and help teachers recognize their identity as researchers, crucial for preparing future educators. This study, encompassing teacher-training students across some Spanish universities, examines the underlying variables linked to research competence and their interplay, focusing on developing a model about teachers' research identity linked to their actions and competencies, beliefs, and other elements that help teachers to build their identity about them as a researcher. A mixed-methods approach is employed, involving questionnaires, self-assessment interviews, observational methods during internships, and focus group discussions. This triangulation seeks to objectively assess and map the belief systems and observable behaviors influencing research competencies. Expected outcomes include a quantified understanding of beliefs affecting research skills, a comprehensive exploration of variables impacting research competence, and an integrative model tying research competence to teacher identity. These findings are intended to foster a research-oriented professional identity among future educators. |
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