Abstract
The ability to analyze and synthesize is a crucial cognitive skill in teachers' initial research training. This competence involves various mental actions for processing both theoretical and empirical information. It enables students to accurately present and understand their investigative experiences, fostering new knowledge from their interpretations. This research aims to evaluate student and teacher assessments during the research training regarding analysis and synthesis skill development. A mixed-method approach was used, with a qualitative focus through case studies. Results indicate that students engaged effectively in analysis and synthesis activities during training, demonstrating skill achievement. This success is linked to a supportive learning environment with participatory teaching methods and positive interactions among educators. Challenges encountered were addressed effectively, providing valuable insights for enhancing future training experiences in developing analytical and synthesis skills in teaching and research contexts.
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