Znaczenia nadawane przez przyszłe nauczycielki przedszkola i klas I-III procesowi stawania się badaczem zjawisk społecznych w warunkach Research Team-Based Learning
Meanings Attributed by Prospective Preschool and Early Primary School Teachers to the Process of Becoming a Researcher of Social Phenomena in the Conditions of Research Team-Based Learning

Summary/Abstract: The article presents the results of a study aimed at reconstructing and describing the meanings attributed by prospective preschool and early primary school teachers to the process of becoming a researcher of social phenomena. The qualitative research presented in the article was conducted in the 2024/2025 academic year at the Faculty of Education at the University of Białystok, following the completion of the Qualitative Research Methods course by the relevant students. The classes were conducted in accordance with the assumptions of the Research Team-Based Learning (RTBL) model, implemented in the form of a research project. An analysis of the narratives of students in preschool and early school education shows that after completing the course, they assign meanings to the process of becoming a researcher of social phenomena in the following contexts: the impact of research work on identifying their own competencies and self-image; autonomy in choosing research topics as a moment of rooting themselves in the researcher role. The students recognise the importance of teamwork in the research project in terms of exchanging perspectives and learning together; developing communication and collaboration skills; and organising and dividing work. Furthermore, they attribute meaning to the research process and to scientific knowledge within the qualitative paradigm in the areas of understanding the essence of qualitative research and its cognitive value, as well as integrating theory and research practice in the process of creating scientific knowledge.

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