dc.contributor.author | Spernes, Kari Iren | |
dc.contributor.author | Afdal, Hilde Wågsås | |
dc.date.accessioned | 2021-09-14T10:05:23Z | |
dc.date.available | 2021-09-14T10:05:23Z | |
dc.date.created | 2021-06-16T15:01:17Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Publication Cover European Journal of Teacher Education. 2021. | en_US |
dc.identifier.issn | 0261-9768 | |
dc.identifier.uri | https://hdl.handle.net/11250/2776421 | |
dc.description.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. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Taylor & Francis | en_US |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no | * |
dc.subject | inquiry-based learning | en_US |
dc.subject | knowledge resources | en_US |
dc.subject | research-based teacher education | en_US |
dc.subject | scientific methods assignment | en_US |
dc.subject | undergraduate research and inquiry | en_US |
dc.title | Scientific methods assignments as a basis for developing a profession-oriented inquiry-based learning approach in teacher education | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. | en_US |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 | en_US |
dc.source.journal | European Journal of Teacher Education | en_US |
dc.identifier.doi | https://doi.org/10.1080/02619768.2021.1928628 | |
dc.identifier.cristin | 1916207 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |