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<p>Combining theoretical and practical content is crucial for enabling (preservice) teachers to reflect on their teaching critically. To support this, practical phases emphasizing research-based learning have been embedded in initial teacher education (ITE). Research-based learning requires and develops research competence, which comprises affective-motivational and cognitive domains. However, research shows that the affective-motivational domain is often underdeveloped, hindering the success of practical phases and research-based learning. This study explores the development and interaction of both domains, assessing 193 preservice teachers before and after a&#xa0;research-based learning intervention. Results show a&#xa0;decrease in the affective-motivational domain and an increase in the cognitive domain, with a&#xa0;stronger correlation between the domains after the intervention. Notably, the affective-motivational domain predicts the development of the cognitive domain. These findings highlight the need to promote the affective-motivational domain adequately.</p>

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Development of the affective-motivational and cognitive domains of research competence in a research-based learning intervention

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月18日

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  • Lea Gussen,
  • Nadine Großmann,
  • Johannes König,
  • Kirsten Schlüter,
  • Jörg Großschedl

摘要

Combining theoretical and practical content is crucial for enabling (preservice) teachers to reflect on their teaching critically. To support this, practical phases emphasizing research-based learning have been embedded in initial teacher education (ITE). Research-based learning requires and develops research competence, which comprises affective-motivational and cognitive domains. However, research shows that the affective-motivational domain is often underdeveloped, hindering the success of practical phases and research-based learning. This study explores the development and interaction of both domains, assessing 193 preservice teachers before and after a research-based learning intervention. Results show a decrease in the affective-motivational domain and an increase in the cognitive domain, with a stronger correlation between the domains after the intervention. Notably, the affective-motivational domain predicts the development of the cognitive domain. These findings highlight the need to promote the affective-motivational domain adequately.