TY - JOUR
T1 - Teaching about curriculum and assessment through inquiry and problem-based learning methodologies
T2 - an initial teacher education cross-institutional study
AU - Connolly, Cornelia
AU - Logue, Pauline Anne
AU - Calderon, Antonio
N1 - Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - 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.
AB - 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.
KW - Inquiry-based learning
KW - action research
KW - assessment
KW - curriculum
KW - pre-service teacher research
KW - problem-based learning
UR - http://www.scopus.com/inward/record.url?scp=85124134165&partnerID=8YFLogxK
U2 - 10.1080/03323315.2021.2019083
DO - 10.1080/03323315.2021.2019083
M3 - Article
AN - SCOPUS:85124134165
SN - 0332-3315
VL - 42
SP - 443
EP - 460
JO - Irish Educational Studies
JF - Irish Educational Studies
IS - 3
ER -