The Role of Research Activities and Active Learning in the Development of Professional Competencies of Student Teachers

The aim of this study was to survey the role of research activities and active learning in the development of professional competencies of student teachers. The statistical population consisted of student teachers of Farhangian University/ Shahid Bahonar Campus of Kerman (Girls) in two associate and bachelor degrees and ten fields of study. Using random sampling method, 248 student teachers were selected as a sample. Three questionnaires were used to collect data: research activities questionnaire (Niemi & Nevgi, 2014), active learning questionnaire (Niemi, 2002) and professional competencies questionnaire (Niemi, 2012). The reliability of the questionnaires was confirmed using Cronbach's alpha coefficient and their construct validity was confirmed by confirmatory factor analysis. Structural equation modeling was used to test the hypotheses. The results of the hypothesis test showed that research activities and its two components (research literacy and research for teaching profession) directly and indirectly (through active learning) lead to the development of student teachers' professional competencies. Also, the results showed that research for teaching profession plays a more decisive role in active learning and development of professional competencies of student teachers than research literacy. Finally, it was concluded that research studies and activities can serve as a path to deepen professional learning and 21st century skills