10 SES 12 B, Programmes and Approaches: Strategies - Settings - Tools
The concept of inquiry based learning has become widespread in teacher education in Europe. A variety of goals shall be reached by engaging teacher students in research: the competency to conduct studies should be constituted or strengthened and an inquiry-focused attitude should be developed. These goals often go along with the concern to increase the competencies of reflection, cooperation and problem solving (e.g. Fichten & Meyer 2014: 30; Spronken-Smith & Walker 2010: 726). Behind these goals there is the idea that teachers have to become researchers in and of their own practice (Paseka et al. 2011; Paseka & Hinzke 2014).
The ability to produce academic knowledge (Smith 2015: 44) is connected with an understanding of teachers as professionals. Teachers are neither craftsmen who can rely solely on their practical know-how nor executive technicians who follow suggestions derived from studies about ‚what works‘ or ‚what works best‘ in teaching (Winch et al. 2014: 20). Because teaching practice is uncertain and contingent teachers must decide case- and situation-specifically how to go on and how to evaluate critically their own actions (Schön 1983: 68f.; BERA/RSA 2014: 5).
Having that in mind it seems necessary to prepare teacher students for their future practice by inquiry-based learning to give them a chance to develop an inquiry-focused attitude. However, there exist only few studies on inquiry-based learning (e.g. Spronken-Smith & Walker 2010: 726; Cox et al. 2008; Levy & Petrulis 2012). Neither do we know much about the effects of different forms and different settings of inquiry-based learning nor what teacher students really learn nor how they learn.
This presentation wants to close some of these gaps. It looks more closely at the learning processes of teacher students in so-called research courses at the University of Hamburg and asks how and what teacher students learn. The link between learning setting and learning processes (Spronken-Smith et al. 2011) will be emphasized as well as the question how research courses structure the way students learn (Giddens 1984).
Basis for the reconstruction of the students’ inquiry-based learning processes is the experience-based theory of learning (“Erfahrungstheorie des Lernens”, Combe & Gebhard 2012). This theory provides an insight into the irritations student teachers experience during their own studies and how these irritations function as starting points of their learning processes. It also allows to reconstruct resistance against dealing with irritations in a productive manner and how some students use their creativity and the resources of the learning community and the instructions of the lecturer to overcome this resistance.
BERA & RSA (2014). The Role of Research in Teacher Education: Reviewing the Evidence. Interim Report of the BERA-RSA Inquiry. London: BERA & RSA. Bohnsack, R. (2010). Documentary Method And Group Discussions. In Bohnsack, R., Pfaff, N. & Weller, V. (eds.). Qualitative Analysis And Documentary Method In International Educational Research (pp. 99-124). Opladen et al.: Budrich. Combe, A. & Gebhard, U. (2012). Verstehen im Unterricht. Die Rolle von Phantasie und Erfahrung. Wiesbaden: Springer VS. Cox, A., Levy, P., Stordy, P. & Webber, S. (2008). Inquiry-based learning in the first-year Information Management curriculum. In ITALICS, 7 (1), 3-21. Fichten, W. & Meyer, H. (2014). Skizze einer Theorie forschenden Lernens in der Lehrer_innenbildung. In Feyer, E., Hirschenhauser, K. & Soukup-Altrichter, K. (Eds.): Last oder Lust? Forschung und Leh-rer_innenbildung (pp. 11-42). Münster: Waxmann. Giddens, A. (1984). The Constitution of Society. Berkeley & Los Angeles: The University of California Press. Levy, P. & Petrulis, R. (2012). How do first-year university students experience inquiry and research, and what are implications for the practice of inquiry-based learning? In Studies in Higher Education, 37 (1), 85-101. Paseka, A. & Hinzke, J.-H. (2014). Der Umgang mit Dilemmasituationen. Ein Beitrag zu Fragen der Pro-fessionalität von Lehrpersonen und Lehramtsstudierenden. In ZISU, 3, 14-28. Paseka, A., Schratz, M.& Schrittesser, I. (2011). Professionstheoretische Grundlagen und thematische Annäherung. Eine Einführung. In Schratz, M., Paseka, A. & Schrittesser, I. (eds.). Pädagogische Profes-sionalität quer denken – umdenken – neu denken (pp. 9-47). Wien: facultas. Schön, D. A. (1983). The Reflective Practitioner. How Professionals Think in Action. New York: Basic Books. Smith, K. (2015). The role of research in teacher education. In Research in Teacher Education, 5 (2), 43-46. Spronken-Smith, R. & Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research. In Studies in Higher Education, 35 (6), 723-740. Spronken-Smith, R., Walker, R., Batchelor, J., O’Steen, B., Angelo, T. (2011). Enablers and constraints to the use of inquiry-based learning in undergraduate education. In Teaching in Higher Education, 16 (1), 15-28. Winch, Ch., Orchard, J. & Oancea, A. (2014). Philosophical Reflections on the Contribution of Research to Teacher Education. In BERA & RSA (eds.). The Role of Research in Teacher Education: Reviewing the Evidence. Interim Report of the BERA-RSA Inquiry (pp. 20-21). London: BERA & RSA.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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