Research Skills and Formative Profiles among Primary Education Degree Students

Abstract

ABSTRACT In the field of research, it is essential to promote the development of pedagogical innovations that enhance cognitive abilities and skills for evaluating evidence, establishing causal relationships, and making informed decisions that foster educational development. The final degree project (TFG) offers a platform for civic and social learning within the context of teaching practice. This study examines “research skills” for future educators in training. A cross-sectional, instrumental design was employed with 107 students enrolled in the Primary Education Degree program at the University of Murcia (Spain). The questionnaire consisted of 75 items, which were organized into five dimensions (research skills; planning and design training; techniques; analysis and interpretation; communication of results). The instrument was also validated through exploratory factor analysis, testing, and reliability analysis. The five-factor structure obtained explains 59.94% of the total variance, with high sample adequacy (KMO=0.847) and Bartlett’s significance (p<0.001). All dimensions showed high reliability (??0.82), with data interpretation identified as the main predictor. Differentiated profiles of research skills were established. The instrument will enable the implementation of diagnostic assessment policies, the design of curricula based on empirical profiles, and the establishment of quality parameters in formative research. Strengthening these during initial training in students improves educational quality and promotes reflective teaching profiles.