Authors: Daniela Schmeinck*, University of Cologne
Topics: Geography Education, Qualitative Research, Careers and professional development
Keywords: teacher training, inquiry learning, professional development, primary school
Session Type: Paper
Start / End Time: 4:30 PM / 6:10 PM
Room: Johnson, Marriott, Mezzanine Level
Presentation File: No File Uploaded
In current teacher training, inquiry learning, and thereby above all the newer approaches influenced by constructivism and grounded theory, which focus on the learning individual and the social dimension of learning processes, are considered to have an important mediating function (Metzger 2008, Schneider & Wildt 2009). But also for teaching and learning science and social sciences the development of appropriate research skills is considered as an important educational goal. Therefore the required teaching approach should both, promote interest in primary science and social sciences (OOECD 2006), and improve the understanding of scientific concepts (Harlen, Artigue, Dillon & Lena 2012).
But which key factors for success are necessary to satisfy the high demands of inquiry learning in primary science and social science education as well as in teacher training?
And how do teacher training students rate inquiry learning approaches with regard to their own professional development as well as concerning the promotion of the appropriate research skills in teaching and learning?
The paper analyzes the limits and possibilities of inquiry learning in teacher education, based on the example of the study project in primary science and social sciences (Sachunterricht) at the University of Cologne.