Research competence is becoming a key component of pre-service teachers' professional identity, as it enables critical reading, conducting research, independently addressing pedagogical challenges, and evidence-based decision-making. Research-based teaching is an important mechanism in this process, providing authentic research experiences and promoting the transfer of knowledge into practice. Despite its importance, the development of research competence and the integration of research-based teaching into the curriculum have not yet been sufficiently researched at national or international level. Furthermore, definitions of research competence are heterogeneous, and measurement tools are often insufficiently standardised, making it difficult to reliably assess and compare results in this area.
To address this gap, the dissertation examines the impact of research-based teaching on the development of pre-service teachers' perceived and actual research competence, and proposes a model for developing research competence in teacher education programmes. The analysis is guided by seven research questions concerning the status of perceived and actual research competence, its development, the discrepancy between perceived and actual levels, the impact of research-based teaching, and the views of course instructors in research-related subjects at the Faculty of Education, University of Ljubljana, on the definition of research competence, students' awareness of research activity, and effective ways to develop it.
The dissertation consists of four published articles and an additional qualitative study, which together address the seven research questions.
In the first article, a systematic literature review conducted in accordance with PRISMA guidelines analysed how the research competence of pre-service teachers is defined, measured, and developed. The results show that definitions vary widely: some authors describe research competence as the ability to critically evaluate scholarly sources, clearly communicate research findings, and apply these findings to practice; others define it as the ability to design, conduct, analyse, and present one’s own research; and some provide no definition at all. Similar diversity is evident in measurement approaches, which range from questionnaires and interviews to document analyses and practical projects, with a predominant focus on perceived (self-reported) research competence and relatively little attention to the assessment of actual competence. On this basis, the article proposes a new definition of research competence as a multidimensional construct encompassing research knowledge, research skills, and attitudes related to independent cognitive activity and the pursuit of research goals. The definition also emphasises effective communication, appropriate research methods, reflective consideration of one’s pedagogical practice, and the application of research findings to improve teaching. The article highlights the need for standardised measurement tools and further studies that capture both perceived and actual research competence.
The second article measures perceived research competence among master’s students enrolled in teacher education programmes in Slovenia. To measure research competence, we first developed and validated a questionnaire that assesses perceived research-based teaching and the three dimensions of perceived research competence (research knowledge, research skills, and attitudes towards educational research). The results show that master’s students perceive strong abilities in formulating research objectives, hypotheses, and theoretical substantiation, but lack confidence in statistical procedures and in using statistical analysis tools such as SPSS. They also feel unprepared to assess the validity and reliability of data collection instruments and to conduct action research. Furthermore, students without a bachelor’s degree in education perceive better knowledge in research areas and exhibit higher confidence in most statistical and methodological aspects. In contrast, students with a bachelor’s degree in education demonstrate greater confidence in specialised areas such as statistical procedures and action research, and hold more positive attitudes towards the practical application of research in educational settings. Based on these findings, the article suggests enhancing hands-on research experiences and fostering a supportive community to improve engagement, confidence, and research competence among pre-service teachers.
The third article examines the development of perceived and actual research competence among pre-service teachers enrolled in the Master’s programme in Teaching at the Faculty of Education, University of Ljubljana. A pre-test at the start of the programme and a post-test at the end of the first semester were used to track changes during a research-based course. Perceived competence was measured using the questionnaire developed in the second article, while actual competence was assessed with a knowledge test developed and piloted for this purpose, including tasks in methodology, formulation of research questions and hypotheses, selection of appropriate research approaches, and statistical data analysis. The results show a statistically significant and practically meaningful improvement (as indicated by effect sizes) in both perceived and actual research competence, as well as statistically significant differences between perceived and actual competence. Progress was most evident in perceived research knowledge and skills, while the increase in research attitudes was moderate. The study also indicates that pre-service teachers often overestimated their research competence at the beginning of the programme, whereas by the end of the semester their perceptions were more closely aligned with their actual competence. This pattern is interpreted as a response shift, that is, a change in internal standards of self-evaluation due to gained experience and a deeper understanding of the research process. The article concludes that research-based teaching (incorporating practical research tasks, the use of statistical software such as SPSS, questionnaire design, and critical analysis of existing studies) can enhance both perceived and actual research competence.
The fourth article examined the impact of perceived research-based teacher education on the development of pre-service teachers’ perceived research competence. For measurement, we used and tested the instrument presented in the second article. Students completed a questionnaire assessing 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 research-based teacher education in their study programmes and a moderate level of 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 demonstrate 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.
Finally, a qualitative analysis based on grounded theory was conducted to support the findings from four articles and to deepen understanding of how course instructors at the Faculty of Education, University of Ljubljana, conceptualise, develop, and assess the research competence of pre-service teachers. Using a purposive sample of course instructors whose curricula include research methodology or research competence development, we collected open-ended responses and analysed them through open, axial, and selective coding. The resulting grounded theory indicated that research competence comprises three interrelated dimensions: critical research literacy (assessing the quality of evidence, ethics, validity), scientific research practice (independently conducting quantitative and qualitative research from questioning to reporting), and examining one’s own practice (action research to improve teaching). According to the participants, the development of these dimensions is enabled by a research-led curriculum, high visibility of research activity, and institutional support (including engagement with international literature and cross-departmental collaboration), while it is constrained by time and organisational pressures, large cohorts, the theory-practice divide, and student motivation. The analysis also revealed heterogeneity in implementation across programmes and limited student awareness of faculty research activities, prompting course instructors to plan more field-based research assignments, stronger links with self-evaluation processes, greater involvement in projects, and increased use of international literature.
Based on the insights and theoretical directions gained, we have developed a model for the development of pre-service teachers’ research competence, positioning research as an organised, replicable, and measurable practice at four interconnected levels: institutional, programme, course, and individual. At the institutional level, the model establishes the conditions for research through the systematic involvement of students in research activities and the public assessment of their work. At the programme level, it defines the gradual development of research competence for each academic year, with clear standards and assignments aimed at narrowing the gap between theory and practice. The course level requires the completion of the entire research process in authentic settings or the preparation of a comprehensive implementation plan, supported by mentoring and feedback to ensure quality development. The individual level illustrates the student’s progression through four phases: exposure, activity, independent implementation or comprehensive planning, and reflection and transfer to practice. In the exposure phase, pre-service teachers learn the basics of research, conduct literature reviews, and consider how to apply the knowledge gained in the classroom. In the activity phase, pre-service teachers participate in a small research project, help to develop research questions, assist with data collection and partial analysis, and present the results in the school environment. In the independent implementation or comprehensive planning phase, pre-service teachers take a leading role in planning the research, selecting appropriate approaches, collecting or processing data, conducting the analysis, and writing a report with a public presentation. In the reflection and transfer phase, pre-service teachers compare the results with the original objectives, describe the limitations, and clearly define which elements should be retained, which should be adapted, and how the changes should or could be implemented in the classroom. Through this model, research becomes an integrated, replicable, and measurable part of pre-service teacher education, supporting the sustainable development of high-quality teaching staff prepared to meet the challenges of today’s education at a systemic level. The model also enables further curricular improvements and empirical research to observe the impact of research-based teaching on the competences and pedagogical practice of future generations of teachers.
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