Teaching about curriculum and assessment through inquiry and problem-based learning methodologies: an initial teacher education cross-institutional study
Connolly, Cornelia Logue, Pauline Anne Calderón, Antonio
Connolly, Cornelia
Logue, Pauline Anne
Calderón, Antonio
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Publication Date
2022-01-30
Type
Article
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Citation
Connolly, Cornelia, Logue, Pauline Anne, & Calderon, Antonio. (2022). Teaching about curriculum and assessment through inquiry and problem-based learning methodologies: an initial teacher education cross-institutional study. Irish Educational Studies, 1-18. doi:10.1080/03323315.2021.2019083
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.
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Publisher
Educational Studies Association of Ireland (ESAI) and Routledge
Publisher DOI
10.1080/03323315.2021.2019083
Rights
CC BY-NC-ND 3.0 IE