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Analysis of all relevant curricula shows that over half do not state acquiring research competence as a learning outcome, bachelor programmes include research-competence courses more often than master programmes, and educational research course credit weightings vary widely across programmes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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differ in offering research competence courses?",{"text":72,"@type":64},"Most bachelor initial teacher education programmes include courses for gaining research competence, while about half of master’s programmes do not provide courses related to research.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598202,1792166684,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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The Case of Slovenia  \nTina Štemberger1  \n• Professional learning is a continuum starting in initial teacher education and persisting throughout the teacher’s career. Initial teacher education programmes should therefore prepare prospective teachers for professional learning via research. There is, however, little knowledge about how initial teacher education programmes educate students about this important subject. The aim of this study was to identify how initial teacher education programmes in Slovenia address the question of empowering prospective teachers with research competence. We analysed all of the initial teacher education programme curricula and established that:(i) overall, more than half of the initial teacher education programmes do not include acquiring research competence as an aim of their study programmes; (ii) the majority of bachelor initial teacher education programmes include courses aimed at gaining research competence, but half of the master’s initial teacher programmes do not provide any courses related to research; and (iii) there is a variety of European Credit Transfer and Accumulation System weightings for educational research courses across initial teacher education programmes in Slovenia.  \nKeywords: initial teacher education, research competence, educational research  \n1 Faculty of Education, University of Primorska, Slovenia; [tina.stemberger@pef.upr.si](tina.stemberger@pef.upr.si).  \n32 educational research within the curricula of initial teacher education  \nPedagoško raziskovanje v programih začetnegaizobraževanja učiteljev v Sloveniji  \nTina Štemberger  \n• Učiteljev poklicni razvoj se začne v okviru začetnega izobraževanja in se nadaljuje skozi celotno profesionalno pot. Programi začetnega izobraževanja naj bi zato prihodnje učitelje opolnomočili za profesionalno učenje prek raziskovanja, vendar pa je to področje šibko raziskano in zato slabše poznano. Cilj te študije je bil ugotoviti, kako programi začetnegaizobraževanja naslavljajo raziskovalno kompetenco. Na podlagi analize vseh programov začetnega izobraževanja v Sloveniji je bilo ugotovljeno: i) da v splošnem več kot polovica teh programov ne vključuje raziskovalne kompetence kot učnega izida; ii) da večina dodiplomskih študijskih programov vključuje predmete, v okviru katerih naj bi študentje pridobili raziskovalno kompetenco, hkrati pa kar polovica magistrskih študijskih programov takšnega predmeta ne predpisuje; iii) da je predmetom, ki razvijajo raziskovalno kompetenco, namenjenih zelo različno število kreditnih točk.  \nKljučne besede: začetno izobraževanje učiteljev, raziskovalna kompetenca, pedagoško raziskovanje  \nIntroduction  \nIn modern societies, which are characterised by constant and rapid change, the roles of teachers are becoming increasingly demanding, thus giving rise to a need to enable teachers to cope with the complexity of these demands and needs (OECD, 2009) . Teachers should therefore be given the opportunity to gain a variety of competences, including those of knowledge development, research and critical thinking (EC, 2013; EU, 2009) . It should, however, be stressed that the idea of encouraging teachers to conduct their own research is not new (Hammersley, 1993). Stenhouse (1975), for instance, argued that assumptions and habits acquired in the past constrain us, and that teachers should understand teaching as a process in which they learn how to improve their skills and capacities. Consequently, Stenhouse introduced teacher research as a concept for the professional development of teachers (Devetak & Vogrinc, 2014) and as an important element of promoting teachers’ professional development (Moutafidou, Melliou, & Georgopoulou, 2012) . Similarly, Valenčič Zuljan and Vogrinc (2010, p. 457) argue that teachers’ competence in innovation and research is one of the fundamental conditions for significant changes in educat","cbCaimCO9up3lVcp","https://ap.wps.com/l/cbCaimCO9up3lVcp","pdf",162103,21,"English","# Introduction\n## Professional learning and the need for research competence\n## Teacher research as professional development\n# Curricula analysis results\n## Learning outcomes and research competence\n## Differences between bachelor and master programmes\n## Credit weighting variations","[{\"question\":\"What problem does the study address regarding initial teacher education?\",\"answer\":\"The study targets the limited knowledge about how initial teacher education programmes educate students for professional learning through research, particularly research competence.\"},{\"question\":\"What does the curriculum analysis show about research competence as an aim?\",\"answer\":\"More than half of Slovenian initial teacher education programmes do not include acquiring research competence as an aim or learning outcome.\"},{\"question\":\"How do bachelor and master programmes differ in offering research competence courses?\",\"answer\":\"Most bachelor initial teacher education programmes include courses for gaining research competence, while about half of master’s programmes do not provide courses related to research.\"}]","Educational Research Within the Curricula of Initial Teacher Education - The Case of Slovenia | PDF",1792086476,53]