Abstract
Working at a teaching intensive university, it is often challenging to balance the demands of teaching and research. It is even more difficult to incorporate undergraduate research into the mix, despite knowing the benefits of this practice, when that culture is not present in your particular program. This article offers insight into how one group of teacher educators embedded undergraduate research into an existing research project and the lessons the faculty and students learned along the way.
Highlights
As teacher educators, we often struggle to integrate research and teaching, sometimes leaving these tasks compartmentalized
The purpose of this study was to understand how faculty and students in a teacher education program perceive the opportunities and obstacles associated with engaging in undergraduate research
This section highlights the findings related to our present research question: How do faculty and students in a teacher education program perceive the opportunities and obstacles associated with engaging in undergraduate research?
Summary
We often struggle to integrate research and teaching, sometimes leaving these tasks compartmentalized. Our students do not see the connections between our research and teaching, nor do they understand what we do when we are not teaching (Slobodzian, 2014). This realization led to a desire to include undergraduate researchers (URs) in a summer data analysis workshop. Five faculty members and three URs worked to analyze data related to a study examining preservice teacher lesson plan inspirations. Sawyer, Dredger, Barnes, and Wilson this paper is to examine the faculty and URs’ perceptions of the opportunities and obstacles associated with engaging in undergraduate research
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