Professional development and teacher research in initial teacher education : perceptions of pre-service and in-service teachers

Podgornik, Vesna (avtor), Matjašič, Miha (avtor), Vošnjak, Matej (avtor), Vogrinc, Janez (avtor)

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.

• Jezik: Angleški jezik
• Ključne besede: initial teacher education, pre-service teachers, professional development, teacher research, competence profile, curriculum analysis
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.01 - Izvirni znanstveni članek
• Organizacija: PEF - Pedagoška fakulteta
• Status publikacije: Objavljeno
• Različica publikacije: Objavljena publikacija
• Leto izida: 2026
• Št. strani: 24 str.
• Številčenje: Vol. 16, iss. 4, art. 537
• PID: 20.500.12556/RUL-181328
• UDK: 37.011.3-051
• ISSN pri članku: 2227-7102
• DOI: 10.3390/educsci16040537
• COBISS.SI-ID: 273796867
• Datum objave v RUL: 01.04.2026

Gradivo je del revije

• Naslov: Education sciences
• Skrajšan naslov: Educ. sci.
• Založnik: MDPI
• ISSN: 2227-7102
• COBISS.SI-ID: 520257817

Licence

• Licenca: CC BY 4.0, Creative Commons Priznanje avtorstva 4.0 Mednarodna
• Povezava: http://creativecommons.org/licenses/by/4.0/deed.sl
• Opis: To je standardna licenca Creative Commons, ki daje uporabnikom največ možnosti za nadaljnjo uporabo dela, pri čemer morajo navesti avtorja.

Sekundarni jezik

• Jezik: Slovenski jezik
• Ključne besede: začetno izobraževanje učiteljev, strokovno izpopolnjevanje, bodoči učitelji, profil kompetenc, analiza učnega načrta, izobraževanje učiteljev

Projekti

• Financer: ARIS - Javna agencija za znanstvenoraziskovalno in inovacijsko dejavnost Republike Slovenije
• Številka projekta: P5-0451
• Naslov: Strategije vzgoje in izobraževanja za trajnostni razvoj ob uporabi inovativnih na učečega osredinjenih izobraževalnih pristopov