XI Conference – European Congress of Methodology

Investigating Teacher Candidates' Attitudes Toward Scientific Research: A Methodological Approach

23 Jul 2025, 11:30

30m

Faculty of Social Sciences and Communication. (The Pyramid)/. - Foyer (Faculty of Social Sciences and Communication. (The Pyramid))

Poster Measurement Poster Session 1

Speaker

Elisabeth Desiana Mayasari (University of Łódź, Poland)

Abstract

This study explores teacher candidates' attitudes toward scientific research and examines how these attitudes influence their engagement with and perception of research in educational contexts. Understanding future educators' perspectives is crucial for enhancing their ability to effectively participate in and apply scientific research in their teaching practices.
The study aims to identify teacher candidates' attitudes toward scientific research and assess how these attitudes impact their preparedness for engaging with educational research in their professional careers. This research employs closed-ended and open-ended survey items to gather insights into teacher candidates' views on research. A total of 469 teacher candidates from various Indonesian universities participated by completing a 37-item survey measuring five key variables related to their attitudes toward scientific research: (1) reinforcement, (2) practice-based engagement, (3) feelings toward scientific research, (4) self-efficacy, and (5) critical thinking.
The findings indicate that Indonesian teacher candidates generally have positive attitudes toward research. Additionally, the study reveals that teacher candidates perceive research as a journey of personal growth and contribution, encompassing five main themes: (1) intrinsic motivation, driven by a passion for research topics and personal interest; (2) challenges and overcoming difficulties, where participants face obstacles but grow through persistence; (3) time management and organization, fostering discipline and efficiency; (4) broader learning and critical thinking, enhancing awareness and analytical skills; and (5) positive impact and contribution, where research is viewed as valuable for knowledge and society. These findings have implications for curriculum development and teacher training programs, highlighting the need to foster a positive and proactive attitude toward scientific inquiry among teacher candidates.