Developing Research Literacy in Teacher Education: Preservice Teachers as Co-Researchers in Ongoing Research Projects

• In Event: Thinking Critically About Teacher Education: Building New Pedagogical, Research, and Policy Futures

Abstract

Extensive research confirms the need to connect research to practice in teacher education (TE), but fewer studies identify operational aspects of research knowledge. This paper examines outcomes of research engagement within TE and beyond. In-depth interviews with former preservice teachers identified how participation as co-researchers in ongoing research projects in the final years of TE enhanced their understanding of educational research, not only during TE, but also in subsequent professional practice as teachers. Reflecting on their experiences as co-researchers, findings indicated a tipping point for research literacy, as co-research provided opportunities to be more ‘agentic’ than previously in the TE programme. All participants regarded research literacy as highly relevant for professional practice, although institutional conditions for use differed between schools.

Authors

• Tone M Eriksen, Department of Teacher Education and School Research, University of Oslo, Norway

• Lisbeth M. Brevik, University of Oslo