Pre-service teachers, teachers and educational research: a longitudinal study on beliefs, attitudes and participation in educational research as a professionalisation strategy

The importance for teachers to possess a research-oriented attitude, of keeping up to date about and conducting educational research in the context of professional learning is widely described in literature. However, it appears that this is not evidently perceived this way by the entire professional group. In this research we want to investigate which beliefs and attitudes teachers have regarding educational research and how they are formed, from teacher training to the teaching profession. In addition, we want to map the extent to which and in what way educational research finds its place within the professionalisation strategies of teachers. This is a longitudinal study that will have its start in teacher training, in particular within the abbreviated educational master's programs at KU Leuven, within the course Master's Thesis – Educational Research. In the first place, we want to map the beliefs and attitudes of student teachers with regard to educational research. These not only have a major influence on their direct behaviour and performance, but also determine the further consultation and implementation of educational research by teachers in their further educational career. Moreover, we want to find out how these beliefs and attitudes evolve during teaching, what the role of a number of variables is in this and how we can respond to this in teacher training and professionalisation initiatives. The ultimate aim is to contribute to the strengthening of an evidence-based/informed learning culture among teachers.