Preparing pre-service teachers to embrace research-informed teaching practice
A cross-national study of teacher educators’ capabilities
Bibliographic Data
| ID | 21496582 |
|---|---|
| Authors | Marta Kowalczuk‐Walędziak (0000-0001-7531-2947, University of Białystok, corresponding author), Amelia Lopes (0000-0002-5589-5265, Universidade do Porto), Erika Kopp (0000-0001-6558-5351, Eötvös Loránd University), Rita Tavares de Sousa (0000-0002-0919-4724, Universidade do Porto), Tomasz Prymak (0000-0002-7784-9956, University of Białystok) |
| Year | 2025 |
| Pages | 1-21 |
| Publication date | 2025-05-23 |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2025.2509583 |
| OpenAlex | W4410707934 |
| Language | EN |
| Citations received | 5 |
| References cited | 56 |
This article reports the findings of a cross-national, survey-based study that examined the capabilities of university-based teacher educators in Poland, Portugal, and Hungary in terms of preparing pre-service teachers to embrace research-informed practice. Drawing on survey data from 105 teacher educators involved in initial teacher education master’s programmes, the findings revealed that participants generally possessed a solid level of knowledge, skills, confidence, and willingness to teach research-informed practice, along with positive perceptions of its benefits for student teachers’ future teaching. However, challenges remain in integrating research-informed practice concepts into the courses they teach. Furthermore, teacher educators with more research experience demonstrated greater understanding of and preparedness to teach research-informed practice principles, while teacher educators with less research experience demonstrated greater enthusiasm for encouraging student teachers to engage in research and develop their investigative attitudes. These findings were discussed in light of opportunities and challenges currently defining teacher educators’ professional development
Faculty Development · Mathematics education · Medical education · Pedagogy · Professional development · Sociology · Student teacher · Student teaching · Teacher education · Teacher Preparation · Teaching method · Educational Assessment and Improvement · Health Sciences Research and Education · Medicine · Psychology · Teacher Education and Leadership Studies
Teachers’ career stage, motivational and epistemic predispositions strengthen familiarity and use of evidence-based information sources
Transformations of Early Childhood Teachers’ Attitudes Through the Ondas Training Program
Developing a teacher research literacy framework for language teacher education
Master’s students’ attitudes towards research-informed educational practice
The Professional Learning Needs and Priorities of School‐Based Teacher Educators in England, Israel and Romania
The professional development of higher education-based teacher educators
Barriers and conditions for teachers’ utilisation of academic knowledge
Self-Efficacy
Preparing Teacher Training Students for Evidence-Based Practice Promoting Students’ Research Competencies in Research-Learning Projects
Evidence-Based Practice in Teacher Education
Facilitating Research-Informed Educational Practice for Inclusion. Survey Findings From 147 Teachers and School Leaders in England
Evidence-Based Practice in Higher Education
A questionnaire to compare lecturers’ and students’ higher education research integration experiences
Getting the Right Mix Between Research and Teaching
Towards a model for success
Pre-service teacher research
A survey research on Finnish teacher educators’ research-teaching integration and its relationship with their approaches to teaching
Fostering student teachers’ research-based knowledge of effective feedback
Higher education-based teacher educators’ researcherly disposition
Enhancing the enactment of assessment for learning principles during school placement
Scientific methods assignments as a basis for developing a profession-oriented inquiry-based learning approach in teacher education
Connecting research and professionalism in teacher education
Modelling as expert-guidance during teacher practitioner research
The impact of a theory-practice-based professionalisation program on student teachers’ knowledge, motivation, and beliefs
Providing opportunities and experiences to support student teacher self-efficacy
Unlocking the potential of research‐informed practice
Absorptive Capacity as a Means of Understanding and Addressing the Disconnects Between Research and Practice
Reclaiming Initial Teacher Education in universities
What influences teachers’ “buy-in” of research? Teachers’ beliefs about the applicability of educational research to their practice
It's important, but I'm not going to keep doing it!”
Making sense of research-based learning in teacher education
Schoolteachers and teacher educators
A construção de si como investigador
Coping and Defense
| Citations per year | 5 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |