You are here:

Preparing pre-service history teachers for organizing inquiry-based learning: The effects of an introductory training program
ARTICLE

,

TATE Volume 63, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The present study investigates a training program aimed at preparing pre-service history teachers for organizing inquiry-based learning (IBL) in class. This program consisted of a workshop and an assignment during the teaching internship period. Pre- and posttests indicate that the workshop had a significant effect on self-efficacy and attitude toward IBL, but also that most student teachers' attitudes had again changed after the assignment. Related to this, student teachers' lesson plans revealed three different templates, representing distinct interpretations of ‘inquiry’. An analysis of reflection papers and interviews describes how the context of the teaching internship further shaped student teachers' thinking.

Citation

Voet, M. & De Wever, B. (2017). Preparing pre-service history teachers for organizing inquiry-based learning: The effects of an introductory training program. Teaching and Teacher Education: An International Journal of Research and Studies, 63(1), 206-217. Elsevier Ltd. Retrieved January 21, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.12.019

Keywords