Exploring pre-service English language teachers’ research self-efficacy

This study examines English language student teachers’ research literacy, self-efficacy, and challenges in Norwegian teacher education using a mixed-methods convergent parallel design. Data from 65 participants across three universities were analyzed through a research self-efficacy questionnaire and interviews. Quantitative findings, validated by Confirmatory Factor Analysis in LISREL, identified three dimensions of research literacy: planning, performing, and interpretation and writing. Mann–Whitney U tests conducted in SPSS displayed significant differences between novice and experienced participants in planning and interpretation. Qualitative data were analyzed using thematic analysis which highlighted challenges, including limited support, academic difficulties, and reluctance to integrate research into future teaching due to identity dissonance. The study underscores the importance of inquiry-oriented pedagogies for enhancing research engagement and improving teacher education programs in Norway and beyond.