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dc.contributor.authorSpernes, Kari Iren
dc.contributor.authorAfdal, Hilde Wågsås
dc.identifier.citationPublication Cover European Journal of Teacher Education. 2021.en_US
dc.description.abstractNumerous 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.publisherTaylor & Francisen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.subjectinquiry-based learningen_US
dc.subjectknowledge resourcesen_US
dc.subjectresearch-based teacher educationen_US
dc.subjectscientific methods assignmenten_US
dc.subjectundergraduate research and inquiryen_US
dc.titleScientific methods assignments as a basis for developing a profession-oriented inquiry-based learning approach in teacher educationen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.rights.holder© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.journalEuropean Journal of Teacher Educationen_US

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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Med mindre annet er angitt, så er denne innførselen lisensiert som Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal