Abstract :
[en] In teacher training programs, fostering the ability to read, interpret, and use scientific texts is crucial. Teachers who are scientifically literate become more independent in critically engaging with research, which enables them to integrate evidence-based practices into their work. They can also articulate complex ideas clearly to students, parents, and colleagues, thus supporting their own professional development and lifelong learning.
The courses we have developed for the BSCE and the BFP study programs address these needs by guiding students through the processes of reading, analyzing, and writing scientific texts, building their capacity to independently engage with academic research. We ask them to collaborative define their own empirical research question and to develop an answer to it in the form of a review of the literature.
Our courses are grounded in an active, project-based approach to learning, centered on fostering both autonomy and collaboration among students. Through engagement with authentic, inquiry-based tasks, students work on independently selecting, evaluating, and synthesizing scientific articles, followed by collaborative discussions that deepen their understanding of educational research. This approach helps them to integrate scientific inquiry into their practice, applying what they learn to explore topics relevant to their future roles as teachers. Reflection is a continuous process in the course, with students critically assessing their learning journey and adapting their work based on structured feedback, supporting the development of a reflective mindset.
In practicing these skills, students gain the foundational tools to become reflective, scientifically grounded teachers prepared to implement evidence-based teaching methods effectively in their future classrooms and to better understand different societal influences on learning, teaching, educating and schooling processes.
Our presentation will highlight how our course designs foster scientific literacy, equipping future teachers with the analytical and reflective abilities essential to their professional practice.
