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Teachers are the key to an inclusive and quality education for all. Therefore, the training of teachers and teacher students and understanding how they learn is crucial. This also applies to information-seeking behaviours as part of learning. This systematic literature review explores the observed research gap regarding teacher students´ information-seeking behaviours. Of specific interest is information-seeking affective behaviours and the research practice context. Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guided the review process. Searches were conducted in three key research databases and resulted in 1006 references. Abstracts and titles were screened and assessed using Rayyan. After screening, 58 publications were chosen for the qualitative synthesis, of which 39 used only or partly quantitative methods and thereby of interest for the review. The results were then analysed through thematic analysis. The results revealed a research gap regarding quantitative and mixed methods studies of non-normative and qualitative features of teacher students´ information-seeking behaviours, especially affective behaviours and in research practices. This is the first systematic review of teacher students´ information-seeking behaviours. Thus, a valuable contribution to information-seeking behaviour and information literacy research has been provided.
- information-seeking behaviour, information-searching behaviour, information literacy, teacher students, teacher education, systematic literature review, thematic analysis