Teaching about curriculum and assessment through inquiry and problem-based learning methodologies: an initial teacher education cross-institutional study

Cornelia Connolly, Pauline Anne Logue, Antonio Calderon

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)443-460
Number of pages18
JournalIrish Educational Studies
Volume42
Issue number3
DOIs
Publication statusPublished - 2023

Keywords

  • Inquiry-based learning
  • action research
  • assessment
  • curriculum
  • pre-service teacher research
  • problem-based learning

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