Affiliation:
1. Siauliai University, Lithuania
Abstract
Scientific research activity (SRA) of the future nature subject teachers during university studies is a significant their professionality / skilfulness component. Teacher research activity at school and education quality improvement are directly related. On the other hand, teacher as a researcher (research) competence is formed not only during studies at university or performing pedagogical practices, but also during continual professional improvement activities, as for example, reflexive research. It is obvious, that learners’ scientific research activity is one of the main activity directions in natural science education process. Such activity effectiveness, and also natural science education quality for the most part guarantees properly prepared teacher.
A qualitative research was performed, in which 84 two Lithuanian university bachelor and master study programme students participated. The main research aim is to analyse SRA significance to teacher profession, contribution to professional readiness, and also to evaluate study process favourableness to scientist (researcher) career choice and personal student readiness for SRA. Data analysis was carried out applying content analysis method.
It has been stated, that the biggest part of respondents relate SRA with professional improvement, and essential such activity contribution is professional readiness improvement (knowledge acquisition, experience and competence development). It has been fixed, that study process is partly favourable, however unsuitable conditions, teachers’ lack of interest and unfocused orientation to career hinder its improvement. Regardless of the fact that 50 % of research participants evaluated their personal readiness to participate in SRA as improper, still the attitude to researcher career remains positive.
Key words: qualitative research, scientific research activity (SRA), teacher education, university students.
Reference27 articles.
1. A contribution to the Horizont 2020 mid - term review (2016). Retrieved from http://www.eua.be/Libraries/publications-homepage-list/eua-membership-consultation-2016-a-contribution-to-the-horizon-2020-mid-term-review.
2. Beattie, M. (1997). Fostering reflective practice in teacher education: Inquiry as a framework for the construction of a professional knowledge in teaching. Asia Pacific Journal of Teacher Education, 25 (2), 111-128.
3. Breen, R., Lindsay, R. (1999). Academic research and student motivation. Studies in Higher Education, 24 (1), 75-93. http://dx.doi.org/10.1080/03075079912331380158.
4. Caena, F. (2011). Literature review Teachers’ core competences: requirements and development. European Commission. Retrieved from http://ec.europa.eu/education/policy/strategic-framework/doc/teacher-competences_en.pdf.
5. Cochran-Smith, M., & Donnell, K. (2006). Practitioner inquiry: Blurring the boundaries of research and practice. In J. Green, G. Camilli, & P. B. Elmore, (Eds.), Handbook of complementary methods in education research (pp. 503–518). Mahwah, NJ: Lawrence Erlbaum.
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献