dc.contributor.author | Connolly, Cornelia | |
dc.contributor.author | Logue, Pauline Anne | |
dc.contributor.author | Calderón, Antonio | |
dc.date.accessioned | 2022-03-25T09:21:44Z | |
dc.date.available | 2022-03-25T09:21:44Z | |
dc.date.issued | 2022-01-30 | |
dc.identifier.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 | en_IE |
dc.identifier.issn | 1747-4965 | |
dc.identifier.uri | http://hdl.handle.net/10379/17070 | |
dc.description.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. | en_IE |
dc.format | application/pdf | en_IE |
dc.language.iso | en | en_IE |
dc.publisher | Educational Studies Association of Ireland (ESAI) and Routledge | en_IE |
dc.relation.ispartof | Irish Educational Studies | en |
dc.rights | CC BY-NC-ND 3.0 IE | |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/3.0/ie/ | |
dc.subject | inquiry based learning | en_IE |
dc.subject | problem based learning | en_IE |
dc.subject | action research | en_IE |
dc.subject | curriculum | en_IE |
dc.subject | assessment | en_IE |
dc.title | Teaching about curriculum and assessment through inquiry and problem-based learning methodologies: an initial teacher education cross-institutional study | en_IE |
dc.type | Article | en_IE |
dc.date.updated | 2022-03-14T14:48:23Z | |
dc.identifier.doi | 10.1080/03323315.2021.2019083 | |
dc.local.publishedsource | https://doi.org/10.1080/03323315.2021.2019083 | en_IE |
dc.description.peer-reviewed | peer-reviewed | |
dc.internal.rssid | 27616250 | |
dc.local.contact | Cornelia Connolly, Edu-G011, Nuns Island, Education Building, National University Of Ireland, Galway. +353 (0)91 492369 Email: cornelia.connolly@nuigalway.ie | |
dc.local.copyrightchecked | Yes | |
dc.local.version | ACCEPTED | |
nui.item.downloads | 78 | |