Australian Journal of Teacher Education
Keywords
Higher education; Teaching-research nexus; Class diaries; Learner-teachers
Abstract
This article explores the perceptions of student teachers enrolled in an initial teacher education programme who attended a curricular unit organised around research-based teaching strategies. Data were gathered from reflective class diaries produced during one semester and analysed through qualitative content analysis. The findings suggest that, from the participants’ perspective, the curricular unit supported investigative autonomy, critical reflection and argumentation, links between theory and school-based observations, and perceived preparation for the future teaching profession. At the same time, the diaries highlighted time pressure and workload as important constraints. Highlighting student teachers’ voices on how a research-based unit was experienced during initial teacher training, the study deepens our understanding of how to prepare future teachers to become researchers of their own professional practices.The study also shows how student teachers’ engagement with research can be strengthened when a curricular unit deliberately links scientific literature—which provides frameworks for the critical analysis of situations—with collaborative research methods and observation within a school context, focusing on specific organisational and educational issues.
Was this research funded?
No, research was not funded
Recommended Citation
Marinho, P., Leite, C., & Sousa-Pereira, F. (2026). Student Perspectives on Learning with Teaching-Research Methods in Initial Teacher Education. Australian Journal of Teacher Education, 51(3). https://doi.org/10.14221/1835-517X.7057