Research studies form important part of class teachers’ and secondary teachers’ programs in Finland. Both teacher programs are committed to research based orientation. Approximately 20 % of both programs are related to research studies. They consist of methodological studies, BA thesis and MA thesis.  The aim of research studies is to promote teachers’ inquiry skills, understanding of knowledge creation, critical scientific literacy and reflection skills.

In this study teachers professional development is seen as a continuous learning process in which teachers’ capacity to acquire and use evidence coming from different sources, including scientific literature and their own systematic observations. The paradigms of reflective teacher, teacher as a researcher, and inquiry-oriented teacher education provide the theoretical basis for the study  (e.g. Cohran-Smith & Lytle, 2009; Darling-Hammond, 2010; Scardamalia, 2000; Smyth, 1995; Tabachnick & Zeichner 1991; Niemi 2002). This view is combined with active concept of learning, knowledge and knowledge creation (e.g. Nonaka and Schön).

The aim of the presentation is present results how research studies in teacher education contribute to teachers’ professional development and what connections there can be found between research studies and active learning experiences.

 Research questions

Student teachers assessed how research studies had contributed in their professional development. Research questions are formulated in the following way:

1.  How do research studies contribute to student teachers’ professional development?

• What differences can be found between primary and secondary student teachers?
• How do student teachers describe their experiences of research studies in their teacher education programs? 

2. What relationships exist between research studies and teachers professional skills acquired in teacher education?

3. What relationships exist between research studies and active learning experiences in teacher education?

 Research studies were measured wit the questionnaire with 20 structured questions. The professional skills were measured with the questionnaire (40 questions) based on a wide conception of the teachers’ professional work in different areas: teaching and supporting different learners, working with knowledge and working in and with society. Active learning experiences were measured with 20 questions.

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