The intersection of teaching and research in higher education, particularly within initial teacher education, has been extensively promoted due to the complex demands of the teaching profession. It is increasingly recognized that learner-teachers benefit from engaging with research strategies to enhance their professional skills and guide their teaching practices (Leite et al, 2023; Leite et al, 2023a; Brew & Saunders, 2020; Kowalczuk-Walędziak et al., 2023). Developing research skills not only deepens theoretical and practical knowledge but also equips future teachers to undertake effective diagnostic assessments and make informed curricular decisions, thus improving the quality of education (Wang et al., 2023; Idris et al., 2024).

This study explores how learner-teachers evaluate the use of research-supported teaching strategies and their perceived effects on educational outcomes and future professional practices, along with the challenges they face during the teaching-learning-assessment process. In this context, learner-teachers compiled reflective class diaries, which served both as a tool for developing reflective capabilities and as a data collection instrument for this research.

The theoretical backdrop of this study is rooted in the longstanding advocacy for a robust nexus between teaching and research, suggested by numerous scholars (Leite, et al, 2023; Barradell et al., 2017; Brew, 2006; Roberts, 2015). Research is considered a core mission of higher education institutions, vital for fostering critical thinking and lifelong learning skills essential for navigating the complexities of contemporary issues (Barnett, 2000; Barradell et al., 2017). Healey (2005) introduced a typology of possible interactions between teaching and research, including research-led, research-oriented, research-based, and research-informed teaching. Smith (2020) further refined this framework to emphasize the integration of research outcomes and processes in teaching methodologies, enhancing the pedagogical effectiveness.

Moreover, the literature underlines the importance of aligning teaching strategies with research to prepare teachers as researchers of their practice, thereby continually enhancing their pedagogical methods (Leite eta al, 2023a; Idris, et al., 2024). Such integration promotes a reflective attitude among students, encouraging them to question and apply knowledge in real-world contexts and seek continuous improvement in their interventions (Leite et al, 2023b; Brew & Saunders, 2020).

However, despite these benefits, implementing research-intensive teaching methods faces several institutional and organizational hurdles, such as limited time and resources for research (Leite et al, 2023a; Roberts, 2015). Higher education institutions need to foster a culture that supports the teacher-researcher relationship to mitigate the apparent conflict between research and teaching activities (Korthagen, 2016).

Furthermore, the perspectives of learner-teachers are crucial, yet little is known about how they perceive and engage with these research-supported teaching methodologies in their training environments (Idris et al., 2024; Wang et al., 2023). The use of class diaries in this study provides a nuanced view of how students perceive and interpret their involvement in research-driven learning experiences (Olorunfemi, 2024). This method enhances data richness and encourages deeper reflection among learner-teachers, potentially leading to transformative changes in their educational beliefs and practices (Baker, 2021).

Based on these ideas, a study was conducted that addressed the following research questions: How do learner-teachers assess the use of teaching strategies supported by research? What effects do learner-teachers perceive from this methodology on learning and training for future teaching practice? What difficulties or constraints do learner-teachers consider that they faced during the teaching-learning-assessment process?

The study took place within a curricular unit (CU) of a basic education bachelor's degree program at a public higher education institution in northern Portugal, involving 46 third-year learner-teachers. This CU's practical orientation facilitated the study, aimed at exploring learner-teachers' perceptions of research-supported teaching methodologies and their impact on learning and future teaching preparations. Adopting an action research approach (Latorre, 2003), learner-teachers were engaged in both generating data and reflecting on the applied strategies and their learning experiences within the CU. Data collection occurred throughout the academic semester of 2023–2024, primarily through class diaries (Olorunfemi, 2024). The diaries were structured around three central questions: How do learner-teachers evaluate the teaching-learning-assessment methodology used in the CU? What impact did this methodology have on their learning and readiness for future teaching? What challenges or obstacles did they encounter during the process? For data analysis, a content analysis technique was employed (Bardin, 2011), allowing for the categorization of student discourse from the diaries into emerging themes. These themes included: i) development of research, inquiry, and critical analysis skills; ii) valuation of the research-based teaching methodology; iii) perceived impacts on learning and preparation for future teaching roles; iv) challenges faced while implementing the methodology. All participating learner-teachers were briefed on the study's goals and provided informed consent, ensuring their confidentiality and anonymity.study and signed an informed consent form, ensuring confidentiality and anonymity.

The study's results demonstrated that learner-teachers, trained under a research-supported teaching framework, acknowledged significant benefits in terms of skill development crucial for their future professional roles. This includes critical thinking, research skills, autonomy, and effectively bridging theory with practice. The learner-teachers' reflections, recorded in class diaries, emphasized that the methodology fostered an active learning environment. Instead of passively receiving information, they engaged in research, critically and substantively constructing their knowledge, which deepened their exploration of educational themes and issues, enhancing content understanding and knowledge consolidation. The experience also prepared them for real-world teaching challenges, broadening their comprehension of educational content and equipping them to handle complexities within school environments and educational management. The process of maintaining reflective diaries further cultivated essential reflective skills, preparing them for the diverse challenges of the teaching profession. Despite these positive outcomes, learner-teachers reported facing significant challenges, particularly regarding time management and the cognitive demands of engaging in research activities. However, the study suggests that teacher education programmes should incorporate sufficient flexibility to adapt to diverse student needs and learning styles. Integrating teaching and research more thoroughly could potentially enhance the educational experience by focusing on an operative, multidisciplinary understanding of subjects that directly apply to professional challenges. Such an approach could better prepare future teachers to be proactive agents of change and innovation in education. It is important to note, however, that the findings are based on a sample of 46 students from a single institution, which may limit the generalizability of the results

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