20.500.12556/RUL-181328 Professional development and teacher research in initial teacher education perceptions of pre-service and in-service teachers Initial teacher education is increasingly expected to prepare pre-service teachers for ongoing professional development and teacher research, yet it remains unclear how systematically these competences are embedded in programmes and how prepared pre-service teachers feel. We used a mixed-methods design, combining a content analysis of 47 teacher education programmes at the University of Ljubljana with two cross-sectional surveys involving 443 pre-service (303 enrolled in first-cycle programmes and 140 in second-cycle programmes) and 138 in-service teachers. Programme documents frequently referenced professional development and research; however, research was more often stated as a competence outcome than as an explicit programme goal. In the surveys, pre-service teachers rated teaching competences highly, whereas perceived current competence was lower for professional development and lowest for teacher research, particularly for active research engagement. Across all items, pre-service teachers reported substantial gaps between current and required competence. Perceived current competence increased with study stage, while required competence varied less by stage. Required competence ratings were largely aligned between pre-service and in-service teachers, although pre-service teachers assigned higher ratings to selected research engagement items. The findings indicate a misalignment between curricular emphasis and perceived preparedness, and support stronger integration of practice-embedded professional learning and inquiry across coursework. initial teacher education pre-service teachers professional development teacher research competence profile curriculum analysis začetno izobraževanje učiteljev strokovno izpopolnjevanje bodoči učitelji profil kompetenc analiza učnega načrta izobraževanje učiteljev true false true Angleški jezik Slovenski jezik Članek v reviji 2026-04-01 11:54:45 2026-04-01 11:54:47 2026-04-02 04:25:59 0000-00-00 00:00:00 2026 0 0 24 str. iss. 4, art. 537 Vol. 16 2026 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.011.3-051 2227-7102 10.3390/educsci16040537 273796867 RAZ_Podgornik_Vesna_2026.pdf RAZ_Podgornik_Vesna_2026.pdf 1 65B81BCC2CE3F4509B54E7A86051BCAA 5aa52ceb302c5cc2825af228518acc94eb23334f49f09ee50f9d4d82e6cc38f7 3b5cdbc7-2db1-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=231699 https://www.mdpi.com/2227-7102/16/4/537 1 a88680db-2db0-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=231698 Pedagoška fakulteta 0 0 0