Empirical research on initial teacher training. From theory to practice

Abstract

Research is widely recognised as a key dimension of teaching; several studies have highlighted
its strategic value both at the pragmatic level by strengthening quality of work
processes, and at the level of identity by giving structure to teachers’ identity and their
professional development. Within this framework, this paper deals with empirical research
training by analysing a course in the Primary Education Sciences Degree. During
their training, it is important to make future teachers understand the connection between
research and educational practice; this increases the chances of an investigative, reflective
and methodological attitude being developed. In terms of the specific training
provided in relation to empirical research, we need to find a balance between technical
aspects and general ones. Only stressing the technical dimension has a negative impact
on teachers who don’t understand the value of research for their whole professional practice;
this emphasis also seems incorrect at the epistemological level because it betrays the
nature of experimental pedagogy itself.