Exploring Pre-Service Teachers’ Perceptions of Research Engagement in Bachelor Studies

Simple item page
dc.contributor.authorDaniyarova, Sabina
dc.date.accessioned2020-08-19T09:17:26Z
dc.date.available2020-08-19T09:17:26Z
dc.date.issued2020-08
dc.description.abstractQuickly updating knowledge and a changing labor market require people to learn on a continuing basis. In such circumstances, teachers are key players in the development of the necessary skills, especially in light of depreciation of the routine cognitive skills (Schleicher, 2011; World Economic Forum, 2016). The role of research in undergraduate teacher education has received considerable attention worldwide as one of the ways to address the challenge of developing skills for the 21st century (Munthe & Rogne, 2015; Niemi & Nevgi, 2014; Atmaca, 2017). In effect, official professional standards for teachers establish research skills as one of the occupational prerequisites in Kazakhstan (Atameken, 2017). Within the confines of the Kazakhstani educational system, all bachelor students, as part of their qualifying examinations, are required to write a thesis as a capstone research project (MoES, 2018). In light of this, the present study aimed to explore pre-service teachers’ perceptions of research engagement at one university of Kazakhstan. Semi-structured interviews were addressed to 14 pre-service teachers of mathematics, Kazakh, Russian and English languages studying in the fourth-year of university. The findings revealed that pre-service teachers’ education was focused on learning about the current research in the field as well as on conducting independent student research, which refer to research-led and research-based nature of undergraduate research integration (Healey & Jenkins, 2009). The findings suggest that major perceived benefits of research engagement were improved subject knowledge, enhanced communication, analytical and creative thinking skills. Moreover, research experiences stimulated reflective practice on teaching and learning. The interviews also revealed that pre-service teachers experienced a lack of resources in Kazakh and Russian languages, poor relationships with supervisors, absence of a choice of topics for research projects as predicaments in their research experiences.en_US
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/4904
dc.language.isoenen_US
dc.publisherNazarbayev University Graduate School of Educationen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectteacher educationen_US
dc.subjectundergraduate researchen_US
dc.subjectresearch-based educationen_US
dc.subjecthigher educationen_US
dc.subjectundergraduate studentsen_US
dc.titleExploring Pre-Service Teachers’ Perceptions of Research Engagement in Bachelor Studiesen_US
dc.typeMaster's thesisen_US
workflow.import.sourcescience

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Daniyarova Sabina MSc Thesis 2020.pdf
Size:
1.38 MB
Format:
Adobe Portable Document Format
Description:
Thesis
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
6.28 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

02. Master's Thesis