{"title":"教师培训中的形成性研究:在乌拉圭开展的案例研究","authors":"Daisy Imbert Romero , Cristina Rebollo , Claudia Cabrera Borges , Eduardo Elósegui , Julia Torres , Lucía Otero","doi":"10.1016/j.ijer.2024.102345","DOIUrl":null,"url":null,"abstract":"<div><p>The importance of professionalism in teaching practices for achieving high-quality education has been acknowledged. Becoming a professional teacher is a long-term commitment but it is essential to promote high standards of professionalism from the beginning of teacher candidate formation. In addition, as professionalism in teaching is closely linked to the concept of “teacher as a researcher”, formative research seems to be a potent strategy for engaging future teachers in developing research abilities, essential for understanding and analyzing their educational practices. In this sense, the objective of this work is to explore the influence of a formative research approach on the development of research competencies by applying an action-research approach with a longitudinal cut. Thus, an intervention based on a ubiquitous strategy of formative research was implemented during the final three years of education of a teacher's training institution in Uruguay. The teacher candidate development of research competencies was assessed along the process. The obtained results demonstrated the effectiveness of implementing formative research to enhance the research skills of teacher candidates. The assessment of overall research competencies exhibited a statistically significant and substantial positive change (Cohen's <em>d</em> = 0.92). The impact was most pronounced among teacher candidates with the least developed initial research competencies, particularly for those in the early stages of their careers. This suggests that candidates engaged in the formative research strategy throughout their studies might achieve even higher levels of research competencies. Disaggregating the results by gender and for most of the specific subjects showed similar effects. In addition, within the framework of ubiquitous learning, the emphasis on the use of digital tools during the intervention led to an increase in the development of the research skills related to these tools for the studied sample. This is the first example of a quantitative approach that leads to concrete conclusions related to the effect of a research formative strategy for teacher candidates in Uruguay.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"125 ","pages":"Article 102345"},"PeriodicalIF":2.6000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Formative research in teacher training: A case study carried out in Uruguay\",\"authors\":\"Daisy Imbert Romero , Cristina Rebollo , Claudia Cabrera Borges , Eduardo Elósegui , Julia Torres , Lucía Otero\",\"doi\":\"10.1016/j.ijer.2024.102345\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The importance of professionalism in teaching practices for achieving high-quality education has been acknowledged. Becoming a professional teacher is a long-term commitment but it is essential to promote high standards of professionalism from the beginning of teacher candidate formation. In addition, as professionalism in teaching is closely linked to the concept of “teacher as a researcher”, formative research seems to be a potent strategy for engaging future teachers in developing research abilities, essential for understanding and analyzing their educational practices. In this sense, the objective of this work is to explore the influence of a formative research approach on the development of research competencies by applying an action-research approach with a longitudinal cut. Thus, an intervention based on a ubiquitous strategy of formative research was implemented during the final three years of education of a teacher's training institution in Uruguay. The teacher candidate development of research competencies was assessed along the process. The obtained results demonstrated the effectiveness of implementing formative research to enhance the research skills of teacher candidates. The assessment of overall research competencies exhibited a statistically significant and substantial positive change (Cohen's <em>d</em> = 0.92). The impact was most pronounced among teacher candidates with the least developed initial research competencies, particularly for those in the early stages of their careers. This suggests that candidates engaged in the formative research strategy throughout their studies might achieve even higher levels of research competencies. Disaggregating the results by gender and for most of the specific subjects showed similar effects. In addition, within the framework of ubiquitous learning, the emphasis on the use of digital tools during the intervention led to an increase in the development of the research skills related to these tools for the studied sample. This is the first example of a quantitative approach that leads to concrete conclusions related to the effect of a research formative strategy for teacher candidates in Uruguay.</p></div>\",\"PeriodicalId\":48076,\"journal\":{\"name\":\"International Journal of Educational Research\",\"volume\":\"125 \",\"pages\":\"Article 102345\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Educational Research\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0883035524000326\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Research","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0883035524000326","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
教学实践中的专业精神对于实现高质量教育的重要性已得到公认。成为一名专业教师是一项长期的承诺,但从师范生培养之初就倡导高标准的专业精神至关重要。此外,由于教学专业化与 "教师作为研究者 "的概念密切相关,形成性研究似乎是让未来教师参与培养研究能力的有效策略,这对理解和分析他们的教育实践至关重要。从这个意义上说,这项工作的目的是通过采用纵向切入的行动研究方法,探索形成性研究方法对培养研究能力的影响。因此,在乌拉圭一所教师培训机构的最后三年教育期间,实施了一项基于形成性研究普遍战略的干预措施。在这一过程中,对教师候选人的研究能力发展进行了评估。结果表明,实施形成性研究能有效提高师范生的研究能力。对整体研究能力的评估在统计学上显示出显著的、实质性的积极变化(Cohen's d = 0.92)。对初始研究能力最差的师范生的影响最为明显,尤其是那些处于职业生涯早期阶段的师范生。这表明,在整个学习过程中都参与形成性研究策略的候选人可能会获得更高水平的研究能力。按性别和大多数具体科目分列的结果显示出类似的效果。此外,在泛在学习的框架内,干预过程中对数字工具使用的重视,也提高了所研究样本与这些工具相关的研究能力。这是第一个采用定量方法得出与乌拉圭师范生研究形成性策略的效果有关的具体结论的实例。
Formative research in teacher training: A case study carried out in Uruguay
The importance of professionalism in teaching practices for achieving high-quality education has been acknowledged. Becoming a professional teacher is a long-term commitment but it is essential to promote high standards of professionalism from the beginning of teacher candidate formation. In addition, as professionalism in teaching is closely linked to the concept of “teacher as a researcher”, formative research seems to be a potent strategy for engaging future teachers in developing research abilities, essential for understanding and analyzing their educational practices. In this sense, the objective of this work is to explore the influence of a formative research approach on the development of research competencies by applying an action-research approach with a longitudinal cut. Thus, an intervention based on a ubiquitous strategy of formative research was implemented during the final three years of education of a teacher's training institution in Uruguay. The teacher candidate development of research competencies was assessed along the process. The obtained results demonstrated the effectiveness of implementing formative research to enhance the research skills of teacher candidates. The assessment of overall research competencies exhibited a statistically significant and substantial positive change (Cohen's d = 0.92). The impact was most pronounced among teacher candidates with the least developed initial research competencies, particularly for those in the early stages of their careers. This suggests that candidates engaged in the formative research strategy throughout their studies might achieve even higher levels of research competencies. Disaggregating the results by gender and for most of the specific subjects showed similar effects. In addition, within the framework of ubiquitous learning, the emphasis on the use of digital tools during the intervention led to an increase in the development of the research skills related to these tools for the studied sample. This is the first example of a quantitative approach that leads to concrete conclusions related to the effect of a research formative strategy for teacher candidates in Uruguay.
期刊介绍:
The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.