Inquiry-Based Learning in Teacher Training

Fichten, Wolfgang

doi:10.1007/978-3-030-14223-0_12

Cited by 6 publications

(5 citation statements)

References 2 publications

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“…This might be due to the STs' understanding of research being enhanced with an academic orientation in this context, resulting in STs thinking of research as necessitating complex statistical procedures and large numbers of people, therefore not a teacher's job (Borg, 2009) or something "done on teachers rather than by teachers" (McKay, 2009, p. 286). Nevertheless, through the introduction of inquiry-based practices (Fichten, 2019) in the ITE curriculum, the attitudes of prospective teachers can change (Akyel, 2015;Guilbert et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Raising teachers oriented to exploration and investigation is one of the desirable goals for teacher education programs recently (Fichten, 2019). In line with the Bologna Process, university-based initial teacher education (henceforth ITE) programs now adopt inquiry-based learning where student teachers (henceforth STs) reflect on and test what they have been taught and actively participate in knowledge construction through practice (Fichten, 2019;van der Linden et al, 2015). For this reason, ITE programs offer research courses to develop STs' research skills (Cochran-Smith et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Research competence in initial teacher education: Perceptions, orientations, and suggestions

GÜMÜŞOK,

TANER-YAVUZ,

BALIKÇI

2024

Turkish Journal of Education

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This study aimed to investigate student teachers' perceived competence in educational research, along with teacher educators' and graduates' opinions and suggestions regarding research in an initial English language teacher education program at a state university in Türkiye. To this end, this case study employed a mixed-method design to explore data from 70 student teachers, nine graduates, and six teacher educators through surveys and interviews. We observed that the student teachers perceive themselves as competent in designing, conducting, and reporting research, and their competence was also acknowledged by the graduates and teacher educators. All the participants highlighted the importance of research for teachers; however, some had reservations. They found the context too academically oriented and emphasized the need to introduce the inherent link between teaching and research, which seemed to be obscure especially for the student teachers. We conclude that introducing action research early on is an ideal way to address and embrace all the diverse perceptions, orientations, interests, and motivations about research in initial teacher education.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Research competence in initial teacher education: Perceptions, orientations, and suggestions

GÜMÜŞOK,

TANER-YAVUZ,

BALIKÇI

2024

Turkish Journal of Education

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“…Davidson (2009) bir beceri olarak ifade edilen " co rafi sorgulamayı gerçekte bir beceri olmanın ötesinde çok çe itli ö retme ve ö renme stratejilerini kapsar" sözleriyle açıklı a kavu turmu tur. Sorgulamada süreç, sonuçlardan daha önemli ve ara tırmaya yönelik davranıın geli tirilmesi bilgi edinmeden daha belirleyicidir (Fichten, 2019). Özellikle sınıfta geli tirilen (Roberts, 2003) ve etkinlikler ile sınırlı olmayan sorgulamanın yapısını belirleyen pek çok faktör bulunmaktadır.…”

Section: Giriunclassified

Coğrafya Öğretmenleri̇ni̇n Coğrafi̇ Sorgulama Çalişmalari Ve Yaşadiklari Sorunlar

Özüdoğru

2023

HEFAD

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Bu araştırma, coğrafya öğretmenlerinin coğrafi sorgulama anlayışı ve bu anlayışı şekillendiren faktörler ile coğrafi sorgulama çalışmalarında benimsedikleri rolün, öğrenme ortamındaki uygulamalarının ve uygulamada yaşadıkları sorunların belirlenmesi amacıyla yapılmıştır. Araştırma, 2021-2022 eğitim öğretim yılında 209 coğrafya öğretmeni ile gerçekleştirilmiştir. Tarama modeliyle yapılan bu araştırmada veri toplama aracı olarak anket araştırmacı tarafından geliştirilmiştir. Çalışmada, yarı yapılandırılmış ve çoktan seçmeli anket sorularından elde edilen verilerin frekans ve yüzdelik değerleri hesaplanmıştır. Açık uçlu sorulara verilen yanıtlar belirli temalar ve kodlar altında birleştirilmiştir. Bulgulara göre öğretmenlerin yarısından fazlası coğrafi sorgulamanın bir yaklaşım olduğunu kabul etmektedir. Çalışmaya katılan öğretmenlerin %15,3’ü coğrafi sorgulamayı daha önce hiç duymamıştır. Öğretmenler coğrafi sorgulama çalışması yapmak için soru ve sorunlara odaklanmıştır. Özellikle de çevre ve toplum ünitesi kapsamında ki sorunlardan örnekler vermişlerdir. Öğretmenlerin sorgulama konusu olarak belirledikleri tematik alan Türkiye’dir. Sorgulamada ön plana çıkan bazı temel kavramlar mekân, bölge, konum, jeopolitik, yer ve zamandır. Materyal olarak haritalar sorgulama için önemini korumuştur. Coğrafi sorgulamanın arazi çalışmasıyla yapılabileceği düşüncesi oldukça yaygındır. Doğal afetler, deprem, kuraklık, küresel ısınma, iklim değişikliği, göç, gıda krizi gibi güncel sorunları sorgulamayı tercih etmişlerdir. Öğretmenler, başta motivasyon olmak üzere coğrafi bilgi ve beceri eksikliğine kadar pek çok soruna değinmişlerdir. Öğretmenler, çoğunlukla öğrenme ortamında kapalı sorgulama modeline uygun rolleri benimsemişlerdir. Sonuçlar sınıfta, öğrencinin etkinliklerle meşgul olduğu geleneksel öğretime monte edilmiş bir yaklaşımın uygulandığı göstermiştir. Coğrafya öğretmenlerin coğrafi sorgulama becerilerini geliştirmek için mesleki bilgilerinin pedagojik alan bilgisiyle desteklenmesi önerilir.

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“…It is usually interpreted in subject-specific terms (Thiel and Böttcher, 2014;Gess et al, 2017) and is a relatively new goal of teacher education (OECD, 2005). In German teacher education, research competence is considered an objective of higher education (The German Science and Humanities Council, 2006) and Meyer, 2014), act competently in the classroom, make objective, reliable, and valid assessments of students' performance (Humpert et al, 2006;Mandinach and Gummer, 2016;KMK, 2019b), and continuously develop teaching quality (e.g., see .…”

Section: Introductionmentioning

confidence: 99%

Insights in teacher education: 2022

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Inquiry-Based Learning in Teacher Training

Cited by 6 publications

References 2 publications

Research competence in initial teacher education: Perceptions, orientations, and suggestions

Research competence in initial teacher education: Perceptions, orientations, and suggestions

Coğrafya Öğretmenleri̇ni̇n Coğrafi̇ Sorgulama Çalişmalari Ve Yaşadiklari Sorunlar

Insights in teacher education: 2022

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