Faculty Reported Use of Research in Teacher Preparation Courses: Six Instructional Scenarios

Abstract

Champion presents findings with regard to how faculty members learn about re search, how they use research in courses, and how they characterize the research that is useful in teaching pros pective teachers. Interviews were con ducted with 30 faculty members from six institutions, all of whom had respon sibility for undergraduate professional education courses. The findings suggest that faculty members are suspicious of the usefulness and applicability of re search. They want preservice teachers to be consumers of research results, but they also want them to think critically about all new data they receive. Implica tions for further study and for practice are discussed.