Supporting pre-service teachers in developing research competence

Abstract

IntroductionTeachers need research competence to reflect on their teaching and to interpret and implement research-based recommendations. However, many pre-service teachers have critical attitudes toward research, little motivation to engage in research, and comparatively low knowledge of research methods and thereby consequently indicating a low research competence. Flexible online modules in university teaching could be a promising approach to address these issues. Online modules can potentially promote self-determined motivation, but should be sufficiently structured to support learners’ need for competence.MethodsWe designed two learning environments with different types of structure: a non-restrictive structured environment and a restrictive structured environment. A total of N = 108 pre-service biology teachers were randomly assigned to the two learning environments.Results and discussionContrary to our assumption, the restrictive type of structure of the learning environment did not lead to a higher perception of competence. This might be a consequence of external pressure, for example, the examination at the end of the course. Regarding pre-service teachers’ research competence, we found a decrease in the affective-motivational domain and an increase in the cognitive domain in both learning environments. These results suggest that fostering pre-service teachers’ research competence should focus on the affective-motivational domain. In order to positively affect this domain, care must be taken to ensure that structuring elements are not experienced as control and that given choices are meaningful to students.

The influence of online education on pre-service teachers’ academic experiences at a higher education institution in the United Arab Emirates

“…This finding of a positive relationship of engagement and motivation with employment status is consistent with some studies (Ogbonnaya et al, 2020;Malabanan et al, 2022) but inconsistent with others. For example, Gussen et al (2023) concluded that many pre-service teachers have negative attitudes toward research and lack the motivation to conduct it, while Ye et al (2021) found that pre-service teachers demonstrated better motivation than beginners, except for a few factors like intrinsic value and teaching skills. These discrepancies imply that motivation levels may vary over a teacher's tenure.…”

Examination of the relationship between information and communication technology competencies and communication skills

“…When we consider ICT's role in instructional design, communication competence becomes even more critical. Effective communication is a prerequisite to effectively conveying pedagogical concepts, whether through direct instruction or through the use of ICT tools (Gussen et al, 2023;Kinskey, 2017). Pre-service teachers with high competence in communication can better understand and apply these concepts to instructional design using ICT tools, leading to improved learning experiences for their students.…”

“…The enhancement of communication abilities in pre-service educators is a complex and multifaceted undertaking. The significance of cultivating research competence, which encompasses critical thinking, ethical reasoning, and proficient communication of research findings, is underscored in a study (Gussen et al, 2023). This underscores the necessity for pre-service educators to possess the ability to articulate intricate concepts with clarity and efficacy.…”