Changing practice in teacher education through inquiry-based learning

Simple item page
dc.contributor.authorMajor, Jae
dc.date.accessioned2024-01-21T20:23:53Z
dc.date.available2024-01-21T20:23:53Z
dc.date.issued2012
dc.description.abstractThis case study outlines an initiative by a teacher educator that was aimed at engaging student teachers in a primary initial teacher education course with different ways of conceptualising knowledge and learning in the social studies learning area. It reports practitioner research that explored student teachers’ responses to the initiative and the nature of their shifting conceptualisations of knowledge, teaching and learning. Shifting epistemological understandings are theorised in relation to knowledge dimensions and realist and relativist perspectives. The initiative that forms the context of the research introduced, and involved student teachers in, inquiry-based learning as a pedagogical process to explore issues relating to teaching culturally and linguistically diverse learners. Findings suggest that student teachers developed clear understandings of inquiry learning as a dynamic, exploratory learning process that can support diverse students’ learning, and that the student teachers understood that the use of inquiry pedagogies challenged assumptions relating to the nature of knowledge and ways that students acquire knowledge. The findings also suggest that both the teacher educator and the student teachers experienced tensions as they attempted to reconcile disjunctions between their older and newer epistemological understandings, and between their ideas and their teaching practice.
dc.identifier.citationMajor J (2012). Changing practice in teacher education through inquiry-based learning. Teaching and Learning Research Initiative (TLRI). 14pp-.
dc.identifier.urihttps://hdl.handle.net/10092/106143
dc.rightsAll rights reserved unless otherwise stated
dc.rights.urihttp://hdl.handle.net/10092/17651
dc.subject.anzsrc39 - Education::3903 - Education systems::390307 - Teacher education and professional development of educators
dc.titleChanging practice in teacher education through inquiry-based learning
dc.typeReports
uc.collegeFaculty of Education
uc.departmentSchool of Teacher Education
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Major_2012_Changing practice in teacher education. A Case Study.pdf
Size:
180.25 KB
Format:
Adobe Portable Document Format
Description:
Published version
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
3.17 KB
Format:
Plain Text
Description:
Download
Collections
Education: Reports