Education is the driving force that builds a resourceful society, thus improving the strength of a developing nation. Since quality is the key defining element of 21st century which is brought about by multiplication of suitable skills and knowledge, producing excellence in research in related areas can enhance quality of educational system. Teacher education is an interdisciplinary field and has assumed paramount importance. Quality in teacher education can soar the heights of excellence only if the prospective teacher educators show a favourable attitude towards Educational Research. Attitude towards Educational Research may be considered as the pivot for improving quality of a particular course, especially in the Indian educational scenario which can facilitate both academic and national development. The present study seeks to find out the Attitude towards Educational Research of prospective teacher educators pursuing 2-Year Master of Education (M. Ed.) curriculum in West Bengal. A sample of 240 prospective teacher educators were randomly selected from two universities conducting regular 2-Year M. Ed. course under Semester system. They were administered a scale called ‘Attitude Scale towards Research (ASTR-SVSY) ’(Sood and Sharma, 2012). Data collected was analysed using SPSS 22.0 to find out the level of attitude of the sample and also whether any significant difference exists in Attitude towards Educational Research with respect to University, Gender, Semester and Basic Educational Stream. It was found that there was no significant difference in attitude towards Educational Research with respect to University and Gender while notable significant difference was observed among prospective teacher educators belonging to different Semesters and Basic educational streams.
Attitude, Prospective, Teacher educators, Educational Research
