The Requisite of Being a Teacher Researcher

Abstract

The implementation of Research Components into Bachelor’s Degree Programs has been a process that many Colombian universities have gone through for making them “better” in terms of quality. In this work, we illustrate insights of how a group of Pre-Service Teachers of a TEFL undergraduate program experience such an implementation via Formative Research. In doing so, focus-group interviews were applied to discuss the topic. The findings suggest that assuming the role of teacher and researcher simultaneously develops on our informants different interests that ultimately are going to shape their performance within the cycles of formation in the teaching learning process. Furthermore, they recognize that doing research is an assignment in-service teachers must do for them to be able to develop as professionals and in many cases fulfill a requisite. Additionally, these students propose ideas to make the formative research process they are enrolled in better.