ABSTRACT

The study aims to clarify how Finnish teacher educators integrate research and teaching to support their approaches to teaching. Research questions cover teacher educators’ forms of research-teaching integration, approaches to teaching, and the relationship between them. With a survey methodology, the study obtained 101 responses with a questionnaire. Six forms of research-teaching integration were identified with a qualitative content analysis. Integrating research with teaching content was mentioned most often, whereas integrating research with teaching methods and applying inquiry-oriented methods in teaching were reported less. Three kinds of approaches to teaching were found by cluster analysis. The participants with different approaches differed in their ways of research-teaching integration. However, the differences were not statistically significant in Chi-square tests. The study contributes to the international research on teacher educators and the variety in research-teaching integration in teacher education. Future research could further explore the individual and contextual factors influencing their research-teaching integration.

摘要

该研究旨在阐明芬兰教师教育工作者如何整合研究和教学以支持他们的教学方法。研究问题包括教师教育者的研究-教学整合形式、教学方法以及它们之间的关系。通过调查方法，该研究通过问卷获得了 101 份答复。通过定性内容分析确定了六种形式的研究-教学整合。将研究与教学内容相结合被提及最多，而将研究与教学方法相结合以及探究式教学方法的应用报道较少。聚类分析发现了三种教学方法。不同途径的参与者在研教融合的方式上存在差异。然而，在卡方检验中差异无统计学意义。该研究有助于教师教育者的国际研究和教师教育研究与教学整合的多样性。未来的研究可以进一步探索影响他们的研究-教学整合的个体和背景因素。