How pre-service teachers internalize the link between research literacy and pedagogy

Abstract

Enabling pre-service teachers to develop a critical view of their practice and to acquire the higher order inquiry skills necessary for pedagogic research has been and continues to be a challenge. The present study presents a unique intervention in the training of pre-service teachers in research skills (research literacy) using a Problem Based Learning (PBL) approach. The intervention is implemented in two different Learning Communities (LC), one online and the other blended. Both immediate and long-term effects of PBL are investigated as are the effects of social and direct scaffolding within the LCs.The study focuses on transmitting the following Research Literacy (RL) skills: identifying and defining a problem, formulating a research question, and designing a research method. The findings indicate an immediate effect upon all RL skills in both LCs. The long-term effect appears only in the online LC and only for two RL skills: identifying and defining problems. Additionally, there is greater use of social scaffolding in formulating and designing a research study in the online LC than in the blended learning community. Those findings are then interpreted in terms of retention capacity and scaffolding in blended and online LCs.building depends on heightened levels of interaction and on harmonization of blended interaction channels. While this principle was maintained in the online LC of the current study, it was probably missing in the blended LC.Participants in the blended LC were alternately requested to create learning interactions in traditional and online formats. Probably the inconsistency of the communication channels and their differing patterns confused them, reducing the efficiency of the interpersonal interactions. This in turn led to significantly lower frequency and quality of both direct and social scaffolding as compared to the online LC. Practical implications, future research, and limitationsThe main purpose of this study was to compare an online Learning Community to a blended LC, focusing on students' ability to assimilate the link between Research Literacy and pedagogy. We had assumed that the pedagogic communication which took place in the blended environment would achieve significantly greater internalization of the knowledge and skills of RL than that of the pure online environment (Willcoxson et al., 2011; Bettaz et al., 2016). This assumption was based on the claim that multichannel communication improves outcomes in declarative knowledge, cognitive flexibility and high-order skill acquisition (Park, 2011). However, our expectation was not only not confirmed, but we found that online-based pedagogic communication yields better results for most aspects of RL and in the social interactivity in the virtual forums.On the theoretical level, this study offers important insight into evaluating PBL communication with different kinds of scaffolding and social interaction in a RL context. On the practical level, this study provides a perspective on an innovative method of assimilating the link b...

The Asian Conference on Education 2022: Official Conference Proceedings

“…For instance, educational research literacy (ERL), which is considered a domain-specific skill (Groß Ophoff et al, 2015;Lea & Street, 2006) Across domains, RL studies appear to be closely associated to frontline practitioner roles, such as nurses (Hines et al, 2016), psychiatry residents (Forehand et al, 2022), social workers (Marsh & Fisher, 2008), and chaplains (Fitchett et al, 2012). In education sciences, they are schoolteachers (Evans, 2017) and Pre-Service Teachers or PST (Gutman & Genser, 2017). This list of practitioners does not include any researchers.…”

Condiciones pedagógicas y desafíos para el desarrollo de competencias investigativas

“…Este tipo de competencias "pueden desarrollarse a través de actividades y procesos guiados desde un curso en línea o educación a distancia" (Tapia et al, 2018, p. 7). Además, el andamiaje que se construye mediante los recursos en línea favorece la consolidación de las capacidades de investigación (Gutman y Genser, 2017). En la misma línea, la literatura señala que los estudiantes que realizan sus estudios a distancia desarrollan competencias tecnológicas, analíticas y de indagación en mayor medida que aquellos que lo hacen de forma presencial (Ya Ni, 2013), pues la formación en línea ha demostrado que puede ser eficaz eliminando barreras, ya que brinda mayor comodidad, flexibilidad y modernidad de material, aprendizaje personalizado y retroalimentación sobre una educación tradicional cara a cara (Petracchi y Patchner, 2014;Ya Ni, 2013).…”

“…Como señala Harland (2016), los investigadores no siempre son buenos maestros y el profesorado con dedicación exclusiva en docencia puede ser excelente en el campo de la formación universitaria. En este sentido, parece ser que el desarrollo de las competencias investigativas está vinculado con los métodos didácticos, la relación pedagógica, el feedback y un sistema de creencias favorable con el vínculo docencia e investigación (Gutman y Genser, 2017).…”

Science Teachers Candidates’ Metaphorical Perceptions and Conceptual Understandings related to “Sample” and “Population” Concepts

“…Öğretmen adaylarının araştırma ve sorgulama becerilerini pedagojik uygulamalara dâhil edebilmesine dönük eğitilmesi ve bunun öğretmen eğitiminin erken aşamalarından itibaren başlaması önemlidir (Gutman & Genser, 2017). Öğretmenlik mesleki gelişim programlarının başarısı teorik ile pratik arasında sıkı bir ilişkinin kurulmasına bağlı olduğu görülmektedir (Amir, Mandler, Hauptman & Gorev, 2017).…”