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Citation: Wenyang Zheng, Nan Wu, Huijuan Yao, Hang Zhang. Bridging Research Training and Pedagogical Praxis: Progressive Pathways in Pre-service Teachers’ Professional Development[J]. University Chemistry, ;2026, 41(3): 390-395. doi: 10.12461/PKU.DXHX202504045 shu

Bridging Research Training and Pedagogical Praxis: Progressive Pathways in Pre-service Teachers’ Professional Development

School of Chemistry and Chemical Engineering, Shaanxi Normal University, Xi'an 710119, China

Corresponding author: Nan Wu, Huijuan Yao, Hang Zhang,
Received Date: 9 April 2025
Accepted Date: 23 May 2025

Against the backdrop of ongoing educational reforms, educational research competence has become increasingly pivotal in teachers' professional development and self-enhancement. As a crucial element in teacher workforce development, enhancing pre-service teachers' educational research literacy is essential for advancing basic education. This case study examines the professional development trajectory of a pre-service chemistry teacher (2021 cohort, Shaanxi Normal University) participating in an integrated research-practice training initiative. Through an in-depth examination of the “College Students' Innovative Entrepreneurial Training Plan Program” implementation during teaching practicum, this research systematically analyzes the synergistic relationship between pedagogical training and research capacity building. The findings reveal that structured research training plays a pivotal role in cultivating educational research competencies among pre-service teachers. These insights contribute to the effective strategies for cultivating educational research competencies in pre-service teachers. And it provides authentic case studies and actionable insights to inform cohort-based training programs and individualized professional development pathways for pre-service educators.
- Basic education,
- Educational research competence,
- Normal student education,
- Research training,
- Classroom instruction
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