Research competency-oriented teacher training: What’s the basic belief behind

• Ailin Xiao ^[1]
  1. [1] Universitat Autònoma de Barcelona

     Universitat Autònoma de Barcelona

     Barcelona, España

     
• Localización: XXI Congreso Internacional de Investigación Educativa, IV Encuentro de Doctorandos/as e Investigadores/as Noveles de AIDIPE: Libro de Actas, Barcelona 18-21 de junio de 2024 / coord. por Juan Llanes Ordóñez, Mercè Torrado Fonseca, 2024, ISBN 978-84-09-69437-2, págs. 143-146
• Idioma: español
• Enlaces
  • Texto Completo Libro
• Resumen

  • 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 shapeeducators’ 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 mapthe 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.