摘要：For most of this century, and increasingly in modern times, teacher educators have been impelled to consider ways in which a greater level of reflectivity, especially through enhancing research skills development, might be integrated into the teacher education program. The paper reviews the recent history of such attempts, pointing to the relative paucity of experimentation designed to implement such components in teacher education. It then describes a longitudinal study designed to effect, and evaluate the effects of, one program of research skills integration in preservice teacher education.
