Exploring Future Teachers’ Perceptions of Professional Development for Classroom Research Practices

Abstract

Research into classroom practice is now considered a key attribute of effective teachers. This study examined future teachers’ attitudes towards research in classroom teaching as they prepare to become practicing educators. It aimed to achieve three major objectives: (1) to explore future teachers’ use of research-related knowledge and skills, (2) to analyze prospective teachers’ preferences for conducting research, and (3) to assess their mindset towards educational inquiry in the classroom. To achieve these objectives, a survey research design was adopted. The sample consisted of 115 prospective teachers selected through simple random sampling. A closed-ended questionnaire was used as the instrument for data collection. The validity of the questionnaire was established through expert opinions, and its internal consistency was calculated. Both inferential and descriptive statistics were employed to analyze the collected data. The results revealed that while future teachers exhibited a positive attitude towards research, they struggled to effectively apply their knowledge and skills in integrating research with classroom practice. The study also examined demographic variables, particularly gender differences. Based on the findings, it is strongly recommended that future teachers engage in research assignments focused on classroom teaching practices