A RESEARCH COURSE: WHAT DID TEACHER CANDIDATES LEARN?

Abstract

This qualitative study investigated the learning experiences of teacher candidates (TCs) enrolled in a required research course in a teacher preparation program in Ontario, Canada. Over a 15-week semester, 32 TCs completed the course and their teaching practicum concurrently. The course introduced foundational research concepts, principles, and practical skills, culminating in designing and implementing an action research project. Data collected from TCs’ course reflections revealed an increased understanding of research, particularly action research, and a broadened perspective on inquiry- and evidence-based teaching. The findings also supported the development of their teacher identities, fostering greater agency, empowerment, and self-advocacy for personal and professional growth. This study supports existing evidence of the benefits of integrating research education into teacher preparation programs, advocating for its inclusion as a standard practice in teacher education globally.