Abstract
Inspired by the notion of promoting research-engaged teachers, this research follows the footsteps of Simon Borg (2009) in his works in relation to encouraging teachers to engage in and with research; with teacher-trainees in mind, rather than experienced in-service teachers. This research sees the advantage of the Educational Research module in the curriculum of teacher education in the Philippines, and examines whether this can be a possible medium in promoting research-engaged teachers by analyzing the perspectives on educational research of 63 aspiring English teachers from a state university in the Philippines. A variety of roles in doing research emerged from the answers of the teacher trainees including: learning problem-solving, improving educational system and methods, enhancing researching skills, and a preparatory for postgraduate degree. Although some teacher trainees were able to recognize the relevance of research in teaching, including data from their interviewed Research Professors stating the link of research and pedagogy as one aim of the module, the majority of these teacher trainees are still not able to directly reflect on the link between researching and its benefits to teaching. Thus, the findings on the gap between the module's syllabus objective - "to identify the important role that research plays in education," and the limited awareness of student trainees towards it have led this research to echo Ellis' (2009) proposals: to give emphasis on the role of teacher educator as awareness-raisers, and the addition of "provisional pedagogical implications" section in the thesis projects of the teacher trainees.
Author Information
Jonalyn Nucum, University of Sussex, United Kingdom
Paper Information
Conference: ECE2018
Stream: Professional Training, Development & Concerns in Education
This paper is part of the ECE2018 Conference Proceedings (View)
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