Facilitating collaborative reflective inquiry amongst teachers: What do we currently know?

Brown, Chris; Poortman, Cindy Louise; Gray, Helen; Ophoff, Jana Groß; Wharf, Matthew

doi:10.1016/j.ijer.2020.101695

Cited by 28 publications

(17 citation statements)

References 74 publications

(128 reference statements)

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“…This means that the student teachers might not really identify with their own connections, and thus, the connections did not change the perceived utility value. Therefore, our study did not ensure that student teachers want to be reflective in terms of educational sciences (e.g., Brown et al, 2021). Furthermore, the connections could be experienced as forced to a certain degree.…”

Section: Discussionmentioning

confidence: 98%

Can the utility value of educational sciences be induced based on a reflection example or empirical findings—Or just somehow?

Rochnia

Gräsel

2022

Front. Educ.

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Educational sciences are a major component of German teacher education. However, student teachers often do not consider educational sciences in university courses (a profession-specific combination of educational psychology, pedagogy and sociology) as helpful for the practice of teaching. To prepare future teachers for evidence-based practice, this is a disadvantageous motivational starting point, because educational sciences offer a large amount of current and relevant findings that can have a positive impact on educational practice. Thus, it would be beneficial for student teachers to see the utility value of educational sciences. The present study attempts to encourage student teachers to perceive the utility value of educational sciences with a utility value short intervention. Utility value interventions contribute to connecting the learning content with one’s own life to foster the motivation to use scientific knowledge. A 2 × 2 quasi-experiment was conducted. Two of the four groups received a utility value short intervention about educational sciences (Factor 1). In addition, a second factor was analyzed that takes up two patterns of educational reasoning in teacher education (Factor 2): Reasoning was either exemplified with an instruction to reflect on the usefulness of educational sciences (like in reflection-oriented educational reasoning) or with exemplary empirical findings from educational sciences (like in evidence-based educational reasoning). These two kinds of reasoning are objectives of teacher education and therefore could influence the effect of a utility value short intervention. Since epistemic goals influence engagement with educational sciences, they are also taken into account. The results showed that all four variants of the treatment increased the students’ assessment of the utility value of educational sciences; the utility value intervention had no additional effect. This is discussed with recourse to motivational theories and concepts of teacher education.

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Section: Discussionmentioning

confidence: 98%

Can the utility value of educational sciences be induced based on a reflection example or empirical findings—Or just somehow?

Rochnia

Gräsel

2022

Front. Educ.

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“…In recent years, there has been an increased awareness that affective-motivational factors also play an important role for the depth of engagement with research information (Wessels et al, 2018), which highlights the importance of further research on meso-(courses in teacher training) and micro-level (competency development of pre-and in-service teachers). This might shed light on the much-needed advanced understanding of how to support or facilitate competent research engagement in teacher education (cf., Brown et al, 2021). According to Katenbrink and Goldmann (2020), inquiry-based learning in particular, with a focus on the assumption of the fundamental and unresolvable difference between theory and practice (concepts of difference), has the potential to empower teachers to reflect on their own educational practice with professional distance (Cramer et al, 2019;Helsper, 2016) and to use research information as an opportunity for deep learning or even conceptual change (Gregoire, 2003), and also to convince them about the usefulness of research for quality development in education (Prenger & Schildkamp, 2018).…”

Section: Discussionmentioning

confidence: 99%

Assessment of German and Austrian students' Educational Research Literacy: validation of a competency test based on cross-national comparisons

Ophoff¹,

Egger²

2022

Studia paedagogica

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Educational Research Literacy (ERL) is the ability to access, comprehend, and consider scientific information and to apply the resulting conclusions to problems connected with educational decisions. It is crucial for the process of data-based decision making and–corresponding to the consecutive phases–defined as the conglomeration of different facets of competence, including information literacy, statistical literacy, and evidencebased reasoning. However, the engagement with research in educational contexts appears to have some difficulties. This is even more remarkable as the state of knowledge about actual teacher competency levels remains unsatisfactory, even though test instruments for assessing research literacy have been developed in recent years. This paper addresses the question of whether such a test developed in the specific context of German study programs in (teacher) education can be applied to other national contexts, in this case to Austrian teacher education. An investigation of the construct validity under consideration of the psychometric structure and group differences on item level is necessary for ensuring the fairness of cross-national comparisons. Based on multidimensional item response theory models, samples from Germany (n = 1360 students, 6 universities) and Austria (n = 295 students, 2 universities) are investigated in terms of measurement invariance between the two countries. A comparable psychometric structure and at least partial measurement invariance with no particular advantage for either sample could be demonstrated. This is an indication that the presented test instrument can be validly applied to assess the research literacy of teacher training students in both countries.

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“…Through inquiry, it gives freedom to students by encouraging them to have a more active and responsible role in various stages of investigation (Angela, 2014;Chai & Kong, 2017). Inquiry-based learning places special emphasis on cognitive learning and discovery and the goal of developing higher-order thinking (Brown et al, 2021;Pratiwi et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Reducing Misconceptions of Elementary School Students Through Guided Inquiry Learning

Margunayasa

Dantes

Marhaeni

et al. 2021

j. ilm. sekol. dasar

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Some students have a conception of the concepts before they attend school lessons. It is because students are interested in the learning material delivered by the teacher. This study aimed to analyze the effect of the guided inquiry learning model on the misconceptions of fifth graders in elementary schools. This type of research is quasi-experimental research. The population of this study amounted to 43 students in elementary schools. The research sample was selected using multistage random sampling. The instrument used to collect data is a questionnaire. The technique used to collect data is descriptive qualitative, and quantitative. The study results showed significant differences in students' misconceptions between groups of students who were taught with guided inquiry learning and conventional learning (F = 7,447; p<0,05). Misconceptions in students who learn with guided inquiry learning are lower than students who learn with conventional learning. This research implies that guided inquiry learning can be used by teachers in learning to overcome misconceptions in students.

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Facilitating collaborative reflective inquiry amongst teachers: What do we currently know?

Cited by 28 publications

References 74 publications

Can the utility value of educational sciences be induced based on a reflection example or empirical findings—Or just somehow?

Can the utility value of educational sciences be induced based on a reflection example or empirical findings—Or just somehow?

Assessment of German and Austrian students' Educational Research Literacy: validation of a competency test based on cross-national comparisons

Reducing Misconceptions of Elementary School Students Through Guided Inquiry Learning

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