Developing undergraduate research skills in a faculty of education: motivation through collaboration

This paper explores motivational factors underpinning undergraduates’ learning of research skills through individual research projects with collaborative tutorials. Research has long pointed to group support, positive affect and scaffolding as important for motivating and facilitating learning. Furthermore, UK government priorities have placed an increasing emphasis on the need to develop the key skills of inquiry and working with others. However, this is set in a context of assessment and practice in higher education that encourages individualist and instrumental perspectives on gaining competencies and knowledge. Traditionally undergraduate research skills have been taught through lectures and small‐scale projects chosen by the students with individual tutorial support in a faculty of education. Here our action research introduced collaborative tutorials as another element of teaching. We examine the process of collaboration to explore factors that support motivation to learn through two principal theoretical frameworks.