Impact of Perceived Research-Based Teacher Education on the Perceived Research Competence of Pre-Service Teachers

This study examines the impact of perceived research-based teacher education on the development of pre-service teachers’ perceived research competence. A new instrument was developed to measure perceived research-based teacher education at the programme level, capturing aspects such as participation in faculty-led research projects, opportunities for dissemination of results and involvement in the institutional research culture. The data were collected from 234 master’s students enrolled in Slovenian teacher education programmes. Participants completed a questionnaire that assessed both perceived research-based teacher education and three dimensions of perceived research competence: perceived research knowledge, perceived research skills and research attitudes. The results showed that pre-service teachers perceive a moderate presence of perceived research-based teacher education in their study programmes and a moderate level of perceived research competence. Furthermore, regression analyses revealed a significant relationship between perceived research-based teacher education and all three components of perceived research competence, with the largest effect observed for perceived research skills. These findings show the potential of systematic, institution-wide support for research experiences in teacher education, including collaborative projects, faculty and student research efforts, and opportunities to apply and present research findings. By strengthening the elements of research-based teacher education, programmes can help pre-service teachers develop the knowledge, skills and attitudes necessary for evidence-based practice.