Making sense of research-based learning in teacher education

被引：62

作者：

Brew, Angela ^{[1
]}

Saunders, Constanze ^{[2
]}

机构：

[1] Macquarie Univ, Off Dean Higher Degree Res Training & Partnership, Sydney, NSW 2109, Australia

[2] Humboldt Univ, Sch Profess Educ, Hausvogteipl 5-7, D-10117 Berlin, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2020年 / 87卷

关键词：

Inquiry-based learning; Problem-based learning; Innovation; Autonomy; UNDERGRADUATE RESEARCH; ACADEMICS PERCEPTIONS; EXPERIENCES;

D O I：

10.1016/j.tate.2019.102935

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Research-based learning challenges teacher educators to rethink pedagogical strategies, particularly so in a context where views about the role of research in pre-service teachers' professional development are contested. The views of academics implementing a research-based learning course in teacher education are examined through qualitative semi-structured interviews in order to understand how learning autonomy is fostered. Variation was found in what teacher educators thought the course was intended to achieve and in their teaching strategies. The basis for pedagogical decision-making appeared to be their own research learning experiences. Implications for teacher education and for implementing research-based learning more generally are discussed. (C) 2019 Elsevier Ltd. All rights reserved.

引用

页数：11

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