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Growing body of studies has stressed the role of research in teacher education since conducting research informs both teachers and students, and contributes to professional skills. Therefore, this study aimed to find out and compare the perspectives of pre-service and in-service English teachers in an EFL context with regard to finding sufficient resources to conduct research, whether they are involved in research-related activities and find research findings applicable. Qualitative research method was used to get detailed responses from the participants and form a theory upon emerging themes and categories. The qualitative findings were further supported with numbers in the form of frequency and percentage tables to include both qualitative and quantitative means, utilize complementary purposes of words and numbers, and get the outmost profit from numerical and non-numerical data. There were 340 participants and it took more than about one year to collect the data. 290 pre-service English teachers from four different state universities and 50 in-service English teachers from 15 different cities participated in the study. The participants reflected their perspectives upon the importance of research in teacher education by answering questions in a written interview protocol (WIP). Statistical procedures were applied to form the frequency and percentage tables whereas constant comparison of grounded theory was used to code and categorize interview items, and form a theory summarizing the macro-level and micro-level factors affecting participant responses. The findings showed that there exist similarities and differences between pre-service and in-service English teachers. More than half of the pre-service participants (N: 147) and high majority of the in-service participants (N: 43) reflected unfavorable perspectives upon finding sufficient opportunities, following publications and feasibility of research findings. Additionally, the emerging categories of pre-service answers are more varied compared to in-service teachers. In general, the in-service participants were found to be more pessimistic about educational research more than the pre-service participants. At the end of the analysis P.I.S. Theory emerged to cover the determinants of research in teacher education. According to P.I.S. Theory, there exist three macro-level determinants namely Personal, Institutional and Stakeholder-related issues which shape the route of research in teacher education and include micro-level determinants. The findings point out the gap between university classrooms and school classrooms in terms of promoting research among teachers. Participant quotations also draw attention on their changing flow of teacher identity relating research in the course of trainings they go through in years. In light of the findings, it can be said that promoting research skills among students should go beyond integrating a compulsory course at graduate level, be handled with an across-the-curriculum understanding and further expand to bridge pre-service and in-service teacher education with a systematic approach through university-school collaboration and teacher-researcher collaboration.
Qvadrata Estudios sobre educación, artes y humanidades
English teacher educators’ engagement with and attitudes towards educational research2022 •
Today, the development of research skills in teacher education programs is highly valued. In line with this, this mixed-method case study aimed to examine teachers’ engagement with and attitudes towards educational research in an EFL teacher education program in Mexico. A sample of the population of educators answered the Teacher Attitude Scale towards Educational Research (Ilhan et al.), whereas qualitative data emanated from interviews with 6 teachers. Findings suggest that teacher educators perceive the value of educational research; however, its necessity and applicability cannot be ascertained. Barriers that impede teacher educators’ engagement with research, resulting in a lack of research culture in this context, were also identied.
Educational Action Research
Making research (more) real for future teachers: a classroom-based research model for initial teacher education2021 •
Action research is characteristically used to provide research experience for late-stage, pre-service teachers as a means of breaching the perceived divide between theoretical knowledge and contexts of practice. However, aside from the considerable methodological challenges of enacting action research itself, pre-service teachers also enter schools as 'outsiders', therefore often simultaneously struggling to make sense of both their research mission and school context. This anxiety is amplified by the characteristic relationship of action research outcomes to summative, programme-level assessment of prospective teacher capability. Following research that confirmed negative experiences of a group of late-stage, EFL pre-service teachers using action research-based projects in two Chilean universities, potential alternative methods of encouraging research practice was investigated and piloted. Based on the outcomes of this research, a new classroom-based model was designed to provide a more useful and ultimately productive research experience for pre-service teachers, particularly those in the challenging environment of EFL teaching. This model stresses the need for preservice teachers to be offered more research autonomy, to be less 'problem' focussed and to be more actively supported in the planning and enactment of achievable research to ensure the learning outcomes sought for this type of research-based inquiry were achieved.
ETAS Journal
“We can also be researchers”: Teacher research in initial English language teacher education2017 •
Teacher research literacy can be promoted through formal education from undergraduate or pre-service teacher education programmes. The aim of this article is to describe how research modules are included in a programme in southern Argentina and reflect on their impact through examination of by student-teachers' and a tutor's perceptions.
Both teacher-research mentors’ and teacher-researchers’ perspectives are represented in this book, which is the third in a series published by the IATEFL Research Special Interest Group. The first six chapters are teacher-research mentors’ accounts of helping teachers engage in practitioner research, with those supported including both in-service and pre-service teachers. The remaining chapters provide teacher-researchers’ accounts of helping students develop a range of language skills and knowledge, positive feelings about learning, and a greater sense of autonomy. All the researchers, whether mentors of other teachers or classroom teachers themselves, place the improvement of students’ learning at the heart of their research, and show that powerful kinds of learning can occur for all involved in the teacher-research process: mentors, teachers and students alike.
Teacher research tends to have a low uptake among teachers, which might be due to the fact that they are not generally identified with the role of the teacher as a researcher in initial teacher education programs. Also, as there is little research on the effects of research introduction courses on pre-service teachers, this descriptive study explored pre-service English as a Foreign Language (EFL) teachers' attitudes towards research engagement and the benefits and difficulties they experienced throughout this process. To this end, pre-service EFL teachers (N= 32) from a state university in Turkey, who took a course on research engagement, participated in this study. This study adopted a mixed-methods research design: We triangulated quantitative survey data with the qualitative data elicited through an open-ended survey and semi-structured focus-group interviews. The findings described pre-service teachers' attitudes towards research from self-efficacious, behavioural, cognitive, and affective perspectives, as well as elicited the perceived benefits and challenges from participants' responses. Overall, we found that participants developed positive views towards research as part of the course and they felt more self-efficacious and overcame their research anxiety. At the same time, our study also showed that while most participants found the research methodology course important, less than one third of them planned to conduct research when they become in-service teachers. The study concludes by discussing the implications for initial teacher education programs.
Dynamical Systems and Differential Equations, AIMS Proceedings 2015 Proceedings of the 10th AIMS International Conference (Madrid, Spain)
Radially symmetric solutions of an anisotropic mean curvature equation modeling the corneal shape2015 •
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The Journal of Nervous and Mental Disease
Patientʼs Loss of Empathy Is Associated With Caregiver BurdenArabian Journal for Science and Engineering
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Immunohistochemical characterization of neoplastic cells of breast origin2012 •
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Farmers’ Knowledge, Attitude and Perception towards Uptake and Utilization of Treated Human Excreta as Organic Fertilizer in Imenti South, Meru County2022 •
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Perfiles de expresión génica de núcleo accumbens, corteza prefrontal e hipocampo en un modelo animal de Esquizofrenia: una propuesta de genes candidatos2013 •
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Predicting the risk of reattendance for acute heart failure patients discharged from Spanish Emergency Department observation units2010 •
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Fractals as a Principle of Hierarchical Structure Formation in Construction Material Science2018 •
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Complex vesicovaginal fistula: Analysis of patient characteristics & functional outcome of surgical reconstruction2022 •
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