Pre-service elementary teachers’ perceptions of conducting and consuming research in their future professional practice

I research, you research: do future teachers consider themselves researchers? (Yo investigo, tú investigas; ¿se consideran investigadores los futuros maestros?)

“…On the other hand, the majority of participants referred to the eminently procedural nature of the teaching profession, which means that they view their role as largely limited to teaching, without this necessarily entailing reflecting on their own actions or inquiring. Ultimately, inquiry is not perceived as an integral part of their professional teaching identity, something that previous studies in English-speaking settings have also found (Puustinen et al, 2018;Reis-Jorge, 2007;Taylor, 2017;Yancovic-Allen, 2018;Waege & Haugalokken, 2013). This lack of integration of inquiry processes into their professional identity is attributed to a lack of time and the complexity inherent in managing the classroom on a daily basis (Gray & Campbell-Evans, 2002), as well as the complexity inherent in writing and reading in the research genres (Beycioglu et al, 2010;Gray & Campbell-Evans, 2002;Vanderline & van Braak, 2010).…”

“…Estas PPTs son el resultado de las interacciones entre las creencias personales, los conocimientos contextuales y la actividad práctica cotidiana en las aulas y pueden entenderse como entramados complejos y organizados, es decir teorías, sobre la enseñanza que los maestros utilizan activamente en su forma de enseñar, a menudo de forma implícita (Körkkö et al, 2016;Puustinen et al, 2018;Van der Linden et al, 2015). Las PPTs, que a lo largo de la formación inicial siguen construyéndose, deberían explicitarse para confrontarse, por un lado, con la realidad de la profesión docente y, por otro lado, con los resultados y evidencias provenientes de las investigaciones educativas (Maaranen, 2009;Puustinen et al, 2018;Waege & Haugalokken, 2013;Yancovic-Allen, 2018), en especial en los espacios destinados a la realización y el análisis de prácticas educativas que proporcionan a los estudiantes de magisterio aprendizajes situados y auténticos, y promueven la aplicación de herramientas conceptuales a situaciones específicas de las aulas escolares (Körkkö et al, 2016). La investigación en este ámbito puede agruparse alrededor de cinco grandes temas que aluden a las percepciones, beneficios, procedimientos, responsabilidad y competencias necesarias para desarrollar actividad investigadora o indagadora Percepciones sobre la indagación Los resultados de esta línea de investigación indican que tanto los estudiantes de magisterio Maaranen, 2009), como los docentes en activo (Reis-Jorge, 2007) priman el abordaje de aspectos problemáticos de su práctica diaria (dificultades de los estudiantes y métodos de enseñanza) cuando realizan indagaciones sistemáticas.…”

“…In the past decade, there has been a plethora of research into how teachers conceive of and develop their professional teaching identity, as well as the relationships between this identity and the way they understand inquiry, whether during their pre-service training (Alvunger & Wahlström, 2017; Aspfors & Eklund, 2017; Eklund, 2014; Gray & Campbell-Evans, 2002; Maaranen, 2009; Puustinen, Säntti, Koski, & Tammi, 2018; Van der Linden et al, 2015; Waege & Haugalokken, 2013; Yancovic-Allen, 2018) or while working professionally (Beycioglu, Ozer, & Ugurlu, 2010; Everton, Galton, & Pell, 2000; Shkedi, 1998; Vanderline & van Braak, 2010; Zeuli, 1994).…”

Learning by Researching: Achievements and Actions of Teacher Learning in a School–University Collaborative Project

“…Such interactions, however, are rarely achieved without dispute, and disruptions to teachers’ daily work are seldom viewed as teacher learning opportunities (Engeström, 1991). Despite the benefits of research in teacher education, the actual relationship between academic research and teachers’ professional practice is not straightforward (Yancovic-Allen, 2018). Thus, this raises the novel question of what the specific features are of successful teacher learning about how to conduct research in collaborative settings with university experts.…”

Perceptions of Educational Leadership Faculty Regarding Open Access Publishing

“…Although research regarding open access research has emerged from other relevant social sciences fields (e.g., educational technology, management, social work) in recent years, the open access trend has been sparsely investigated through the lens of educational leadership. Given that school leaders and teachers often seek opportunities to bridge the research-practitioner gap, maximizing the opportunities that becomes available through open access journals would not only benefit domestic education policy but might extend research beyond borders and have an international impact on sharing knowledge (Ion & Iucu, 2014;Yancovic-Allen, 2018). A core goal of scholarly work is to have the research consumed by an audience outside of just other academics.…”