2026-04-17T11:23:23Zhttps://recercat.cat/oai/requestoai:recercat.cat:20.500.14342/56172026-02-13T10:26:46Zcom_2072_482405com_2072_183628col_2072_482411
RECERCAT
author
Corcoll López, Cristina
author
Civís, Mireia
2025-09
http://hdl.handle.net/20.500.14342/5617
https://doi.org/10.1080/02607476.2025.2560580
In the globally present evidence-driven view of education, practitioners are expected to carry out more and better research. Good quality research requires good quality data, and how to obtain these data when children are involved needs to be carefully considered, especially in a Teacher Education context. The aim of this article is to identify which research strategies are mostly followed by pre-service teachers in two Education degrees at the School of Psychology, Education and Sports Sciences Blanquerna (Universitat Ramon Llull) when collecting data for their Undergraduate Dissertation. This is a longitudinal and descriptive study following a mixed approach. The main findings indicate that the active participation of children in pre-service teachers’ research is quite limited and, based on this, suggestions to improve provision are made. The final aim is to align pre-service teachers’ research practices with the educational view based on acknowledging children as capable learners.
eng
© Taylor & Francis Attribution-NonCommercial-NoDerivatives 4.0 International
Mestres -- Formació
Recerca
Infants
Drets del infants
Research with children from a pre-service teachers’
info:eu-repo/semantics/article