Building Research Capacity of Future Teachers: A Canadian Case Study

Since their first day in school, in-service teachers are expected to act professionally, make good judgments, think critically, and problem-solve effectively. The literature suggests that engaging pre-service research can help them develop several key skills. In this paper, we present the outcomes from a year half long mixed-methods case study was conducted two phases (i.e., pilot follow-up study) with groups of enrolled teacher education programme Canadian mid-size university. purpose examine how an in-course component might have shaped perceived capacity disposition toward research. participants reported had improved inquiry, reflective, critical thinking, research-related We conclude by discussing proposing set recommendations for theory practice.