Exploring Contradictions in Pre-Service Teachers' Feedback about Inquiry-Based Collaborative Learning

Autor/inn/en	Blundell, Christopher N.; Mukherjee, Michelle; Nykvist, Shaun
Titel	Exploring Contradictions in Pre-Service Teachers' Feedback about Inquiry-Based Collaborative Learning
Quelle	In: Action in Teacher Education, 45 (2023) 4, S.337-354 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2023.2251420
Schlagwörter	Preservice Teachers; Feedback (Response); Inquiry; Active Learning; Cooperative Learning; Technology Uses in Education; Foreign Countries; Undergraduate Students; Australia + Suchen Sie Ihr Suchwort? Aktives Lernen; Kooperatives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Australien
Abstract	Curriculum and professional standards mandate that digital technologies are used in schooling, and consequently, universities are required to prepare pre-service teachers for this in initial teacher education degrees. In response, one Australian university developed an inquiry-based collaborative approach, called creative inquiry. Feedback from end-of-semester evaluation surveys is positive; however, the written comments include diverse and apparently contradictory feedback. This paper uses thematic analysis to retrospectively identify the contradictions found in three years of feedback from a combined cohort of 1473 undergraduate pre-service teachers. The findings indicate, firstly, that the rationale for using digital technologies in schooling was inconsistent with some pre-service teachers' prior experience and expectations for future practice. Secondly, creative inquiry was inconsistent with some pre-service teachers' preferences for coursework. The findings are theorized using Mezirow's Transformative Learning Theory, and identify potential implications for constructivist, student-centric approaches to initial teacher education about learning and teaching with digital technologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01