Research-Based Learning in Initial Teacher Education in Catalonia

Abstract

The teaching profession is undergoing significant changes, some of which are imposed by the new paradigm of education. This new context marks the shift from the teachers’ position as ‘knowledge users’ towards the more complex position of ‘knowledge creators’. In this new professional culture adapted to a changing society, teaching as a profession is understood as undergoing a continuous transformation and innovation process, while the professionals in the educational field appear to be research users and research promoters able to think thoroughly about their own professional needs and the new topics arising in their field. There is, therefore, a shift from a passive to an active position, enabling educators to become aware of how complex their field is and to understand that it cannot be acknowledged and managed from outside the social, cultural, historical, philosophical, and psychological contexts shaping it. Taking into consideration the characteristics of the new professional culture, this paper is focused on the development of research skills as one of the teachers’ core skills. The study is framed at the Universitat Autònoma de Barcelona, where the Student Perception Research Integration Questionnaire (SPRIQ) of Visser-Wijnveen et al. (2015) was applied to measure students’ perception of research integration in university courses (n=113). Additionally, analysis of the documents on the syllabus of each course of the BA in Primary Education programme was applied to review the research component of initial teacher education curricula. Findings from students’ responses show that they are more consumers than producers of research. We emphasise the importance of student teachers being able to both consume as well as produce research in order to develop professionally.

Educational Research Training in Teacher Training Programs: The Views of Future Teachers

“…If educational research becomes relevant in the curriculum, students are more likely to use it and know its benefits. These findings are consistent with work by authors such as Demircioglu (2008), Anwaruddin and Pervin (2015), Perines and Murillo (2017), and Agud and Ion (2019). Indeed, this latter research mentions the importance of the decisions made by the faculties involved in teacher training.…”

“…Studying curriculum design is a complex but necessary task (Young, 2014). Student participation in research and other related activities depends not only on personal factors, such as motivation and initiative, but also on structural ones, such as curriculum design and the strategic actions taken by university faculties (Agud & Ion, 2019).…”

The Use of Research-based Learning Management in Mathematics Teacher Education: A Work-Integrated Learning Study

“…The results of the study could also provide empirical evidence to support the benefits of research-based learning in teacher education. It joined other studies that also found an improvement in the quality of teacher development widely (e.g., Agud & Ion, 2019;Alvunger & Wahlström, 2018;Brew & Saunders, 2020;Toom et al, 2010).…”

“…Likewise, studies (e.g., Agud & Ion, 2019;Alvunger & Wahlström, 2018;Brew & Saunders, 2020;Toom et al, 2010) have also been conducted on research-based learning (RBL) as an approach to improving the quality of teacher education. The results of previous studies illustrate how RBL develops students' teachers' profession.…”

“…The results of previous studies illustrate how RBL develops students' teachers' profession. For example, Agud & Ion (2019) applied RBL in a curriculum for 113 student teachers in Catalonia, Spain. A questionnaire was employed to study students' perception of research integration, quality of the course, and beliefs about research integration throughout their higher education.…”