Fostering the researcher identity in UK student teacher education
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.02.11Keywords:
pedagogical research, teacher education, teacher-researcher, research culture, R&DAbstract
This article explores the development of a researcher's identity within the context of student teacher education in the UK. In response to the shifting demands of the modern educational landscape, the study analyzes how a future teacher’s research culture transforms from an optional skill into a core professional necessity. Central to this is the “research/teaching nexus,” which fosters a transition from traditional instructional methods to a research-oriented developmental paradigm. Drawing on the British academic model, the paper examines the integration of gnostic, diagnostic, and reflective competencies within curricula. The findings underscore that fostering a future teacher researcher identity is a multifaceted process involving motivational-axiological, evaluative-resultative, procedural, and practical components. Key elements, such as the use of reflective diaries and inquiry-led modules, are identified as critical for developing learner autonomy and metacognitive independence. Fostering research competencies within teacher education curricula is defined by cognitive flexibility and generativity. Cognitive flexibility entails the didactic adaptation of curricula to align learning activities with students’ cognitive profiles. Meanwhile, cognitive generativity reflects the curriculum’s potential to cultivate a creative intellect, grounded in inquiry-based cognitive frameworks. The study concludes that by prioritizing research-based practice, the British model provides a framework for transforming student teachers from passive recipients of knowledge into autonomous, creative, and resilient practitioners.
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Copyright (c) 2026 Olena Bartosh, Oleksandra Kanyuk, Daryna Stanko, Dana Danko, Iryna Kozubovska
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