How Do Prospective Teachers Understand Educational Research?

Haylén Perines, Georgeta Ion
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引用次数: 3

Abstract

Abstract Despite the benefits that research offers for the development of teaching practice, prospective teachers appear to be reluctant toward research. A variety of predictors of research use have been analyzed and the prospective teachers’ conceptions of research appears as one of the most powerful one. This research aims to explore the prospective teachers’ conception of educational research. A qualitative study based on six focus groups was carried out with students from different teacher education programs in a Chilean public university (N = 48). Findings show that students conceive research as a useful tool to solve educational problems and that prospective teachers’ conceptions are influenced by the methodology used in some courses of the teaching program and the teacher’s approach. Paper lead to understand how prospective teachers conception toward research can be shaped by the study programs.
准教师如何理解教育研究?
尽管研究为教学实践的发展提供了好处,但未来的教师似乎不愿意进行研究。对研究使用的各种预测因素进行了分析,其中准教师的研究观念是最有力的预测因素之一。本研究旨在探讨准教师的教育研究观。本研究对智利一所公立大学不同教师教育项目的学生进行了一项基于六个焦点小组的定性研究(N = 48)。研究结果表明,学生将研究视为解决教育问题的有用工具,而未来教师的概念受到教学计划中某些课程使用的方法和教师方法的影响。本文旨在了解未来教师的研究观念是如何被研究计划所塑造的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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