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Teaching about curriculum and assessment through inquiry and problem-based learning methodologies: an initial teacher education cross-institutional study.
- Source :
-
Irish Educational Studies . Sep2023, Vol. 42 Issue 3, p443-460. 18p. - Publication Year :
- 2023
-
Abstract
- It is well documented that the integration of inquiry-based learning (IBL) and problem-based learning (PBL) methodologies in initial teacher education (ITE) provides opportunities to enhance pre-service teachers' research skills. However, few studies articulate the processes by which teacher educators implement and sustain these approaches in cross-institutional collaboration. This paper explores the journey of two teacher educators and their pre-service teachers, within a cross-institutional study on curriculum and assessment, problematising aspects of the longitudinal application of IBL and PBL methodologies. Dialogical reflections by the teacher educators and a critical friend, along with student questionnaires, were analysed in this three-year action research study. Findings demonstrate an increase in pre-service teachers' research skills but limited transferability of learning to teaching. The papers' central contribution proposes that as ITE reconfiguration evolves programmes can capitalise upon cross-institutional professional collaborations between teacher educators. Collaborative IBL and PBL learning spaces can be creatively explored to enhance transferability, developing pre-service teachers as researchers, a core element of initial teacher education programme accreditation. [ABSTRACT FROM AUTHOR]
- Subjects :
- *TEACHER education
*LEARNING
*ACTION research
*PROFESSIONAL education
*CURRICULUM
Subjects
Details
- Language :
- English
- ISSN :
- 03323315
- Volume :
- 42
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- Irish Educational Studies
- Publication Type :
- Academic Journal
- Accession number :
- 168582900
- Full Text :
- https://doi.org/10.1080/03323315.2021.2019083