Becoming Teacher-Researchers: Secondary Mathematics Preservice Teachers' Experiences of Research Projects in Their Teacher Education Program

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Abstract

Research-based teacher education programs strive to develop collaborative, reflective, and inquiry-oriented teachers by having pre-service teachers (PSTs) conduct research as part of their program. In this study, we interviewed secondary mathematics PSTs enrolled in a research-based teacher education program in Canada about their experiences completing a research project. Findings suggest that PSTs viewed the purposes of the research project as introducing them to educational research and reinforcing the importance of research-based practice. PSTs also reported that making connections between the research project and their teaching practice was the most valuable. However, PSTs were hindered to reap the full benefits of the research program due to contextual challenges.

Authors

• Limin Jao, McGill University

• Gurpreet Sahmbi, University of Toronto

• Rebecca Lynn Pearce, Villa Maria High School