How Do Prospective Teachers Understand Educational Research?

Haylen Perines, Georgeta Ion*

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

4 Citations (Scopus)


Despite the benefits that research offers for the development of teaching practice, prospective teachers appear to be reluctant toward research. A variety of predictors of research use have been analyzed and the prospective teachers’ conceptions of research appears as one of the most powerful one. This research aims to explore the prospective teachers’ conception of educational research. A qualitative study based on six focus groups was carried out with students from different teacher education programs in a Chilean public university (N = 48). Findings show that students conceive research as a useful tool to solve educational problems and that prospective teachers’ conceptions are influenced by the methodology used in some courses of the teaching program and the teacher’s approach. Paper lead to understand how prospective teachers conception toward research can be shaped by the study programs.

Original languageAmerican English
Pages (from-to)101-116
Number of pages16
JournalTeacher Educator
Issue number1
Publication statusPublished - 2 Jan 2021


Dive into the research topics of 'How Do Prospective Teachers Understand Educational Research?'. Together they form a unique fingerprint.

Cite this