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This paper develops teachers’ research skills as a core competency, applying the Student Perception Research Integration Questionnaire (n=113) at Universitat Autònoma de Barcelona and analyzing course syllabi. 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(2015) at Universitat Autònoma de Barcelona with 113 students.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about student teachers’ engagement with research?",{"text":121,"@type":113},"Student responses indicate that they are more consumers than producers of research. The paper emphasizes developing the ability to both consume and produce research for professional development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599083,1792209401,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","doi:10.26529/cepsj.564  \nResearch-Based Learning in Initial Teacher Education in Catalonia  \nIngrid Agud*1 and Georgeta Ion2  \n• The teaching profession is undergoing significant changes, some of which are imposed by the new paradigm of education. This new context marks the shift from the teachers’ position as ‘knowledge users’ towards the more complex position of‘knowledge creators’. In this new professional culture adapted to a changing society, teaching as a profession is understood as undergoing a continuous transformation and innovation process, while the professionals in the educational field appear to be research users and research promoters able to think thoroughly about their own professional needs and the new topics arising in their field. There is, therefore, a shift from a passive to an active position, enabling educators to become aware of how complex their field is and to understand that it cannot be acknowledged and managed from outside the social, cultural, historical, philosophical, and psychological contexts shaping it. Taking into consideration the characteristics of the new professional culture, this paper is focused on the development of research skills as one of the teachers’ core skills. The study is framed at the Universitat Autònoma de Barcelona, where the Student Perception Research Integration Questionnaire (SPRIQ) of Visser-Wijnveen et al. (2015) was applied to measure students’ perception of research integration in university courses (n=113). Additionally, analysis of the documents on the syllabus of each course of the BA in Primary Education programme was applied to review the research component of initial teacher education curricula. Findings from students’ responses show that they are more consumers than producers of research. We emphasise the importance of student teachers being able to both consume as well as produce research in order to develop professionally.  \nKeywords: research-based learning, research integration in curriculum, teacher education  \n1 *Corresponsing Author. Department of Systematic and Social Pedagogy, Faculty of Education Sciences, Universitat Autònoma de Barcelona, Spain; [ingrid.agud@uab.cat](ingrid.agud@uab.cat).  \n2 Department of Applied Pedagogy of the Universitat Autònoma de Barcelona, Spain.  \nNa raziskavah temelječe učenje v začetnemizobraževanju učiteljev v Kataloniji  \nIngrid Agud in Georgeta Ion  \n• Učiteljski poklic se spoprijema s pomembnimi spremembami, od katerih so nekatere posledica nove paradigme izobraževanja. V novem kontekstu gre za premik v vlogi učiteljev kot »uporabnikov znanja« h kompleksnejši vlogi »ustvarjalcev znanja« . V tej novi poklicni kulturi, ki se prilagaja spreminjajoči se družbi, se poučevanje kot poklic dojema kot proces nenehnega preoblikovanja in inovacij, strokovnjaki na področju izobraževanja pa kot uporabniki raziskav in spodbujevalci, ki so sposobni celovito razmišljati o svojih lastnih poklicnih potrebah in novih temah na tem področju. Gre za premik od pasivne k aktivnivlogi, ki omogoča delavcem v izobraževanju ozaveščenost o kompleksnosti tega področja in tem, da ga ni mogoče razumeti in upravljati zunaj socialnih, kulturnih, zgodovinskih, filozofskih in psiholoških kontekstov, ki ga oblikujejo. Ob upoštevanju značilnosti nove poklicnekulture se ta članek osredinja na razvoj raziskovalnih veščin kot ene temeljnih veščin učiteljev. Študija, ki je bila izvedena pod okriljem univerze Universitat Autònoma de Barcelona, je uporabila potrjen vprašalnik (Visser-Wijnveen et al., 2015) za merjenje mnenj študentov o vključitviraziskav v univerzitetne programe (n = 113). Poleg tega so bili analiziranidokumenti učnih načrtov vsakega predmeta dodiplomskega študijskega programa za študente razrednega pouka z namenom pregleda raziskovalnih komponent v učnih načrtih začetnega izobraževanja učiteljev. Ugotovitve na podlagi odgovorov študentov kažejo, da so ti bolj uporabniki kot oblikovalci raziskav. Poudarjamo pomembnost sposobnosti študentov ","cbCaiiXFGff4feVL","https://ap.wps.com/l/cbCaiiXFGff4feVL","pdf",199705,"English","# Introduction\n## Teacher research competence and teacher education\n## European policy context and research-based learning","[{\"question\":\"What educational shift does the paper describe about the teaching profession?\",\"answer\":\"It describes a shift from teachers being “knowledge users” to taking on the more complex role of “knowledge creators.” This change reframes teaching as continuous transformation and innovation.\"},{\"question\":\"How was students’ perception of research integration measured?\",\"answer\":\"The study used the Student Perception Research Integration Questionnaire (SPRIQ) by Visser-Wijnveen et al. (2015) at Universitat Autònoma de Barcelona with 113 students.\"},{\"question\":\"What do the findings suggest about student teachers’ engagement with research?\",\"answer\":\"Student responses indicate that they are more consumers than producers of research. The paper emphasizes developing the ability to both consume and produce research for professional development.\"}]","Research-Based Learning in Initial Teacher Education in Catalonia - Paper - read online free | PDF",1792088143]