If student teachers have higher levels of research self-efficacy, they will have confidence and undertake effective research as part of their
professional work. This action research is intended to enhance student teachers’ research self-efficacy. The objectives were 1) to analyze the instructions associated with using research-based learning as part of Research for Learning and Teaching Development course; 2) to analyze and compare the research self-efficacy of student teachers before and after using research-based learning as part of Research for Learning and Teaching Development course; and 3) to analyze and compare the research self-efficacy of student teachers using researchbased learning and conventional methods as part of Research for Learning and Teaching Development course. A sample of 56 student teachers was divided into an experimental group and a control group (28 in each group). The experimental group was instructed using research-based learning and the control group was instructed using conventional methods. The research instruments were learning
notes and a research self-efficacy scale, which had content validity, internal consistency reliability (Cronbach’s ? coefficients equal to 0.93) and construct validity. Data were analyzed by content analysis, descriptive statistics and a t-test. The results are presented in this paper.

Published in: Canada International Conference on Education, 2017

• Date of Conference: 26-29 June, 2017
• DOI: 10.2053/CICE.2017.0138
• Electronic ISBN: 978-1-908320-83-4
• Conference Location: University of Toronto Mississauga, Canada