Pre-Service Teachers' Thinking on Research: Implications for Inquiry Oriented Teacher Education

Abstract

Many teacher educators are championing inquiry oriented approaches that ask pre-service teachers to engage in a variety of activities including becoming critical consumers of research and participating in action research. What is largely missing from the literature is a sense of how preservice teachers think about research. This study attempts to "ll in this gap, and by doing so considers how pre-service teachers' thinking on research might inform approaches to inquiry teacher education. Our "ndings indicate that it may be helpful to investigate with preservice teachers what is research,to provide student teaching placements that support research as a form of inquiry, and to utilize action research as a bridge to more traditional forms of research. # 1999 Elsevier Science Ltd. All rights reserved.