Initial teacher training gaps in research competencies: a case study

This article analyzes the perceptions of teacher educators and student teachers about the development and acquisition of research skills and competences raised in their initial training plans. Based on a case study carried out at the University of Valladolid and under an interpretive approach, the importance of teachers and students to the role of research teachers is also investigated. The results achieved through different techniques show that the informants consider that the training received in research has been largely theoretical with few practical activities. The acquisition of research skills and competencies has not been enough to train future teachers as researchers. The bureaucracy, the lack of time and resources, among other aspects are the main weaknesses perceived by teacher educators and students. In spite of the difficulties encountered they affirm that they would like to carry out research activities in the teaching profession. The results illustrated the need to redirect the curriculum and the model of initial teacher training, link theory and practice, as well as reform education policies in order to promote the profile of a teacher as researcher.