Information-seeking behaviours of teacher students: A systematic review of qualitative methods literature

Abstract

Teachers are the key to an inclusive and quality education for all. Therefore, training teachers and teacher students and understanding how they learn, including information-seeking behaviours, is crucial. This systematic literature review explores the observed research gap regarding teacher students’ affective information-seeking behaviours. Of specific interest are the research practice context. Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guided the review process. Searches were conducted in three key research databases and resulted in 1006 references. Abstracts and titles were screened and assessed using Rayyan software. After screening, 56 publications were chosen for the qualitative synthesis; 17 used qualitative methods and were thereby of interest for the review. The high number of publications resulted in a need to divide the review into two studies. The first part focused on quantitative and mixed methods studies. The results were then analysed through thematic analysis. The results revealed a research gap regarding qualitative methods studies of non-normative and qualitative features of teacher students’ information-seeking behaviours, especially affective behaviours and in research practices. This is the first systematic review of teacher students’ information-seeking behaviours using thematic analysis. Thus, a valuable contribution to information-seeking behaviour and information literacy research has been provided.

Cognitive appraisals and information-seeking achievement emotions: a qualitative study of Swedish primary teacher students

“…This study makes a valuable contribution to the limited body of literature on emotions identified by researchers in information-seeking behaviour research in general (e.g. Krakowska, 2020; Lopatovska and Arapakis, 2011; Savolainen, 2015b) and regarding teacher students in particular (Dahlqvist, 2021a, b and 2022). Increased knowledge of the fundamentally important role emotions play in formal and higher education contexts, especially an in-depth understanding of the qualitative nuances and variations of primary teacher students' experienced appraisals and emotions in the process of achieving information-seeking skills.…”

“…However, there is still a limited body of literature on emotions, as noted by several researchers (e.g. Dahlqvist, 2021a, b and 2022; Krakowska, 2020; Lopatovska and Arapakis, 2011; Savolainen, 2015a; Savolainen, 2015b). Despite this lack of research, there are several valuable LIS and IB contributions.…”

“…In another review, Dahlqvist (2021a, b and 2022) thematically analysed teacher students' information-seeking behaviours and information literacies, with a focus on information-seeking emotions. Four studies were identified.…”

“…The semantic space of emotions (SSE) and the control-value theory of achievement emotions (CVT) contribute with explanations of the interplay between the realms of thoughts and feelings in the ISP model from an appraisal theory perspective. The relevance of applying SSE and CVT in relation to the achievement of information-seeking skills, has been discussed more thoroughly elsewhere (Dahlqvist, 2021a, b and 2022).…”

Pengembangan Karakter Peduli Lingkungan Melalui Metode Bermain Peran pada Siswa Sekolah Dasar

“…Penelitian ini melibatkan siswa sekolah dasar sebagai subjek utama, mengambil pendekatan kualitatif untuk mengumpulkan data melalui observasi, wawancara, dan analisis dokumen (Appleton, 2018;Botelho, 2018;Dahlqvist, 2021;Mansfield, 2023;Roulston, 2021;Shekhar, 2019). Dengan demikian, penelitian ini tidak hanya akan memberikan gambaran mendalam tentang efektivitas metode bermain peran, tetapi juga akan mengungkapkan perubahan yang terjadi pada karakter peduli lingkungan siswa selama proses pembelajaran.…”