Preparing pre-service teachers to embrace research-informed teaching practice: a cross-national study of teacher educators' capabilities

This article reports the findings of a cross-national, survey-based study that examined the capabilities of university-based teacher educators in Poland, Portugal, and Hungary in terms of preparing pre-service teachers to embrace research-informed practice.Drawing on survey data from 105 teacher educators involved in initial teacher education master’s programmes, the findings revealed that participants generally possessed a solid level of knowledge, skills, confidence, and willingness to teach research-informed practice, along with positive perceptions of its benefits for student teachers’ future teaching. However, challenges remain in integrating research-informed practice concepts into the courses they teach. Furthermore, teacher educators with more research experience demonstrated greater understanding of and prepared-ness to teach research-informed practice principles, while teacher educators with less research experience demonstrated greater enthusiasm for encouraging student teachers to engage in research and develop their investigative attitudes. These findings were dis-cussed in light of opportunities and challenges currently defining teacher educators’ professional development.