Pre-service teacher research: a way to future-proof teachers?

Figures & data

Table 1. Distribution of credits for practice (teaching (related) activities in the primary school), research-related activities and other topics over the four-year bachelor programme of primary teacher education.

Programme components	Year 1	Year 2	Year 3	Year 4
Practice	12 EC	12 EC	16 EC	30 EC
Research activities	2 EC	2 EC	6 EC	15 EC
Other topics	46 EC	46 EC	38 EC	Minor 15 EC

Figure 1. Design of the multi-methods approach with analysis strategy.

Table 2. Descriptive statistics of the four scales in the perception of pre-service teacher research questionnaire (N = 236).

Scales (# items)	Cronbach’s Alpha	M	SD
Scale Value affective (6)	.88	4.5	.76
Scale Value cognitive (4)	.83	4.6	.85
Scale Self-efficacy (3)	.79	5.0	.70
Scale Future (4)	.85	4.0	.98

Note: Results are based on items with six-point Likert scales (1 = ‘I fully disagree’, …, 6 = ‘I fully agree’).

Table 3. Most important learning outcomes of pre-service teacher research, mentioned by responding students (n = 194; # quotes = 208).

Most important learning outcome	Number of mentions	Examples
1. To conduct research	54 (28%)	‘To conduct research; to analyse results’ ‘To realise how much information comes from a good problem analysis’
2. Knowledge about the subject	44 (23%)	‘I now know how to identify, observe and register gifted toddlers’ ‘To know about education in South-Africa’
3. To apply research in practice	41 (21%)	‘To combine literature and practice’ ‘To find a solution for a practical problem in a structural way and link this to literature’
4. An inquiry habit of mind	34 (18%)	‘My inquiry habit of mind! And to look objective to research questions’ ‘To look consciously, be critical, look broadening’
5. To write academically	15 (8%)	‘Academic writing; for example to paraphrase’ ‘Writing: professionally, short, powerful and creatively’
6. To use literature	12 (6%)	‘To do a literature review autonomously’ ‘To Search and read literature’
7. Miscellaneous	8 (4%)	‘The importance of having a good supervisor’ ‘Doing it yourself; individually’

Figure 2. Cluster analysis of scores on the pre-service teacher research project and scores on the teaching practice assessment, leading to four profiles (N = 650).

Figure 3. Mean scores of the different scales from the questionnaire perceptions of pre-service teacher research, by pre-service teacher profiles.

Figure 4. Perceived most important learning outcomes of pre-service teacher research, by four pre-service teacher profiles.

Table

	Factor loading	Cronbach’s alpha
1. Scale Value affective I think conducting research is nice. I think conducting research is interesting. I think conducting research is useful. I think conducting research is enriching. I think conducting research is deepening. I think conducting research is instructive. I think conducting research is motivating I think conducting research is dull.*	.633 .761 .728 .776 .740 .733 .645 .534	.888
2. Scale Value cognitive Research helps me to acquire systematic insight into practical problems. Research fits naturally into the work of a teacher. Conducting research is a good way to increase level of professionalism. Conducting research is a good way to improve my pedagogical skills. Conducting research is a compulsory component of the degree programme but I do not understand how it is useful for a teacher * 3. Scale Self-efficacy I have learned how to design research. I feel capable of conducting research. I have acquired knowledge of the topic I researched. I am able to use knowledge from my research in my work as a teacher. I have learned enough to independently conduct research in practice. 4. Scale Future I would really like to conduct research in my future job. I prefer to apply to a school where I get the space to do research. I will conduct research in my future job to improve practice. I do not think I will conduct research in my future job as a teacher.* I do not think I will conduct research to resolve a problem in future.* I do not think I will conduct research in future because it is too time-consuming*	.412 .367 .687 .502 .645 .748 .836 .762 .646 .756 .771 .649 .732 .744 .547 .567	.796 .822 .833

*Items that were reverse-scored