Teaching about Curriculum and Assessment through Inquiry and Problem-Based Learning Methodologies: An Initial Teacher Education Cross-Institutional Study

Autor/inn/en	Connolly, Cornelia; Logue, Pauline Anne; Calderon, Antonio
Titel	Teaching about Curriculum and Assessment through Inquiry and Problem-Based Learning Methodologies: An Initial Teacher Education Cross-Institutional Study
Quelle	In: Irish Educational Studies, 42 (2023) 3, S.443-460 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Connolly, Cornelia) ORCID (Logue, Pauline Anne) ORCID (Calderon, Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332-3315
DOI	10.1080/03323315.2021.2019083
Schlagwörter	Active Learning; Inquiry; Problem Based Learning; Preservice Teacher Education; Institutional Cooperation; Teacher Educators; Teacher Attitudes; Student Attitudes; Research Skills; Skill Development; Transfer of Training; Knowledge Level; Educational Theories; Curriculum; Evaluation; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Aktives Lernen; Problem-based learning; Problemorientiertes Lernen; Lehramtsstudiengang; Lehrerausbildung; Institute; Co-operation; Cooperation; Institut; Kooperation; Teacher education; Education; Lehrerbildung; Lehrerverhalten; Schülerverhalten; Forschungsleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Training; Transfer; Ausbildung; Wissensbasis; Educational theory; Theory of education; Bildungstheorie; Curricula; Lehrplan; Rahmenplan; Evaluierung; Ausland; Irland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01