Research with children from a pre-service teachers’

Abstract

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.