A Study On The Pre-service English Teacher’s Research Engagement From The Perspective Of Online Learning

The concept of "teachers as researchers" has been emphasized by researchers from all over the world since it was put forward by Stenhouse in 1975.In recent years,"teachers as researchers" is still a trend in the field of teacher’s professional development.As future teachers,pre-service English teachers are also expected to become teacher researchers,whose development of research competence has been attached great importance.In recent years,a large number of researches that focus on the status quo of research engagement and contributing factors of in-service teachers have emerged.However,few scholars pay attention to the research engagement of pre-service teachers,and the inquiry about the development of research engagement in the online learning environment is relatively scarce.Therefore,the present study aims to explore the status quo of pre-service English teachers’ research engagement from the perspective of online learning,and the researcher regards 50 pre-service English teachers from a normal university directly under the Ministry of Education as the research participants,adopts the mixed method of combining both questionnaire and semi-structured interview to collect data,explores their the status quo of research engagement and contributing factors from the three perspectives of literature reading,doing research,communication and publication of academic achievements.This study focuses on two research questions:(1)In the online teacher research program,what is the status quo of research engagement of pre-service English teachers?(2)What factors contribute to or hinder the research engagement of pre-service English teachers?The findings of present study are summarized below:1.In the online teacher education program,pre-service English teachers hold a positive attitude towards reading literature and doing research.In terms of communication and publication of academic achievements,pre-service English teachers’research engagement depends on their interest in certain topic.2.In terms of the factors attributing to pre-service English teacher’s research engagement,interest and gaining practical teaching guidance can be the reasons that promote pre-service English teachers’ research engagement,while limited time,lacking of teacher’s feedback and instructions,deficiency of reading competence,and failure to raise specific research question are the main factors that have a negative influence on their research engagement.Based on the above results,the present study provides some suggestions for pre-service English teachers for their professional development,teacher educators and the design of teacher education program,aiming to to promote the research engagement of pre-service English teachers.The present study provides some important implications for pre-service English teachers to understand their status quo of research engagement.At the same time,it offers some practical implications to improve the curriculum in normal universities.