Initial Teacher Education and the Relationship with Research: Student Teachers’ Perspectives

Q3 Social Sciences

Studia Paedagogica Pub Date : 2020-07-30 DOI:10.5817/sp2020-2-8

R. Sousa, Amélia Lopes, P. Boyd

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引用次数: 3

Abstract

During the past few years, higher education institutions have been working to strengthen the link between research and teaching, which is widely referred to as the research–teaching (RT) nexus. This nexus is important because engagement with research is a distinctive feature of learning in higher education and because, in the specific case of teacher education, it is a crucial element for the professional development of teachers, contributing to enhancing their professional practices and, at the same time, improving the status of the teaching profession. The aim of this paper is to identify the perspectives of student teachers regarding the RT nexus within initial teacher education. To accomplish this, data were collected through semi-structured group interviews with Portuguese and English student teachers in different initial teacher education programmes in order to highlight their perspectives and their contributions to understanding and strengthening the RT nexus. The analysis shows that national contexts play a significant role in the way initial teacher education programmes are organized, the way research is valued, and, consequently, how student teachers are engaged with research.

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初级教师教育与研究的关系:学生教师的视角

在过去的几年里，高等教育机构一直在努力加强研究与教学之间的联系，这被广泛地称为研究与教学(RT)关系。这种联系是重要的，因为参与研究是高等教育学习的一个显著特征，因为在教师教育的具体情况下，它是教师专业发展的一个关键因素，有助于加强他们的专业实践，同时提高教师职业的地位。本文的目的是确定学生教师对初级教师教育中RT关系的观点。为了实现这一目标，通过对不同初始教师教育计划的葡萄牙语和英语学生教师进行半结构化小组访谈来收集数据，以突出他们的观点以及他们对理解和加强RT联系的贡献。分析表明，国家背景在初始教师教育计划的组织方式、研究的价值方式以及学生教师如何参与研究方面发挥着重要作用。

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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来源期刊

Studia Paedagogica Social Sciences-Education

CiteScore

1.00

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.