Introduction to Research-Based Practice: A Study of Students in the Early Childhood Education Teaching Degree Programme

Abstract

This article analyses the projects and evaluations of certain students seeking a degree in Early Childhood Education regarding research-based practice. Three academic years are studied using different students each year and different databases and scientific resources. In the final year, problem-based learning (PBL) is introduced to offer a more practical and professional context. The data are collected yearly through a quantitative and qualitative study of the students’ projects and a student-completed survey. The results differ depending on the databases used, the resources selected and the methodology used to start the task, among other factors. Four scales are categorized: usefulness, learning, interest and difficulty. In general, the results improve year over year, highlighting the very high perceived usefulness of research for future professionals and a high degree of learning about searching for and understanding certain research resources. Issues such as the influence of research-based practice on the continuous training of students and future teachers, the advantages and difficulties, the importance of active learning methodologies, the need to understand research topics and the implications in the educational context are presented and discussed.