Australian Journal of Teacher Education
Abstract
Since their first day in school, in-service teachers are expected to act professionally, make good judgments, think critically, and problem-solve effectively. The literature suggests that engaging pre-service teachers in research can help them to develop several key skills. In this paper, we present the outcomes from a year and a half long mixed-methods case study that was conducted in two phases (i.e., a pilot and a follow-up study) with two groups of pre-service teachers enrolled in a teacher education programme in a Canadian mid-size university. The purpose of this research was to examine how an in-course research component might have shaped the perceived research capacity of the pre-service teachers and their disposition toward teacher research. The participants reported that the research component had improved their inquiry, reflective, critical thinking, and research-related skills. We conclude by discussing the study outcomes and proposing a set of recommendations for theory and practice.
Was this research funded?
Yes, research was funded
Recommended Citation
Martinovic, D., & Dabaja, Z. F. (2023). Building Research Capacity of Future Teachers: A Canadian Case Study. Australian Journal of Teacher Education, 48(2). https://doi.org/10.14221/1835-517X.5335
Included in
Higher Education and Teaching Commons, Other Teacher Education and Professional Development Commons