On the Consciousness Structure of Teachers Academic Research and Its Overall Formation: From the Perspective of Educational Research Philosophy

Abstract

Human consciousness is a product of social practice and the origin of human exploration of the world. The "consciousness" of academic research by teachers reflects their intention to explore problems encountered, and contains positive thinking and psychological beliefs. From the perspective of educational research philosophy, teacher academic research, as a research activity centered on human education issues, requires an awareness of problems, theories, logic, structure, methodology, era, and the overall context. This forms a cognitive framework for teachers to engage in educational academic research and develop their academic thinking to address issues. The consciousness of educational academic research is not isolated; it needs to create a holistic "consciousness structure." Teachers are expected to consolidate the theoretical foundation and establish the groundwork for understanding and investigating educational matters. They need to excel in identifying problems, cultivate the practice of directly confronting and contemplating issues, concentrate on significant and valuable problems, and thereby formulate research topics. Additionally, they are required to learn how to objectively and rationally analyze problems using methods such as reasoning, judgment, comparison, synthesis, abstraction, and summarization, employing dialectical, empirical, and experimental approaches. They are also anticipated to scientifically propose hypotheses, define research directions and objectives, and ultimately, after thorough verification, draw conclusions. Subsequently, they should return to the practical realm for further verification and testing to ensure the reliability and validity of educational science research outcomes.

Keywords

• research methods of educational science
• teachers research
• consciousness structure
• intentionality
• research strategy