Scientific Methods Assignments as a Basis for Developing a Profession-Oriented Inquiry-Based Learning Approach in Teacher Education

Autor/inn/en	Spernes, Kari; Afdal, Hilde Wågsås
Titel	Scientific Methods Assignments as a Basis for Developing a Profession-Oriented Inquiry-Based Learning Approach in Teacher Education
Quelle	In: European Journal of Teacher Education, 46 (2023) 2, S.241-255 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2021.1928628
Schlagwörter	Scientific Methodology; Assignments; Inquiry; Active Learning; Teacher Education; Undergraduate Students; Student Teachers; Professional Development; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Assignment; Auftrag; Zuweisung; Aktives Lernen; Lehrerausbildung; Lehrerbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Norwegen
Abstract	Numerous studies emphasise the contribution of inquiry-based learning approaches to positive learning outcomes for students; however, in this study, we explore how a scientific methods assignment may qualify as a profession-oriented, inquiry-based learning approach in teacher education. The paper presents analysis of student teachers' reports on a scientific methods assignment completed during their fifth school placement. The student teachers were each required to conduct a focus group interview with a group of pupils. The overall aim of the assignment was to integrate aspects of inquiry-based learning and a profession-oriented approach. Our analysis demonstrates that the scientific methods assignment qualifies in some ways as a profession-oriented, inquiry-based learning assignment. However, several aspects of the assignment need to be improved and further developed to optimise its potential. The paper is concluded with some suggestions for further developments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01