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- Vol 4 RE: App D
- Vol 7 RE: App C
research-oriented teacher educationactive learningprofessional competenceinquiry into practicecollaborative inquiryreflective practicepedagogical problem solvingteacher professional responsibilityJournal article Evidence summaryAt a glance
Niemi and Nevgi investigate how research studies and active-learning experiences in Finnish preservice teacher education relate to students’ perceived professional competence. The study treats teachers as knowledge creators who should be able to inquire into practice, evaluate evidence, collaborate, and continue learning.
Key ideas
Survey measures cover competence areas such as designing instruction, ethical commitment, cooperation, reflection, and readiness to create new knowledge. Students who reported stronger benefits from research-oriented coursework also tended to report stronger professional competences, and active-learning experiences reinforced this relationship. The findings support integrating research methods, thesis work, collaborative inquiry, discussion, and authentic problem solving rather than teaching research as a detached academic requirement. Because the evidence is based substantially on self-report and association, it does not prove that research courses alone caused competence.
Why it matters
For teacher educators, the study suggests making connections explicit: candidates should use research tools to examine pedagogical problems, receive guidance in inquiry, participate actively, and connect their investigations with classroom decisions and professional responsibility.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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