Inquiry-Based Approach in the Context of Undergraduate Teacher Training
The aim of the study is to present information about the main findings of a research study on the application of the inquiry-based approach in undergraduate teacher training in the field of technical education. The authors seek the answer to the question ‘To what extent are the graduates of teacher...
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| Materiálatiipa: | Artihkal |
| Giella: | English |
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Ital Publication
2024-09-01
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| Ráidu: | Journal of Human, Earth, and Future |
| Fáttát: | |
| Liŋkkat: | https://hefjournal.org/index.php/HEF/article/view/416 |
| _version_ | 1826984240208674816 |
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| author | Eva Severini Mária Kožuchová Silvia Barnová |
| author_facet | Eva Severini Mária Kožuchová Silvia Barnová |
| author_sort | Eva Severini |
| collection | DOAJ |
| description | The aim of the study is to present information about the main findings of a research study on the application of the inquiry-based approach in undergraduate teacher training in the field of technical education. The authors seek the answer to the question ‘To what extent are the graduates of teacher training programs prepared for the application of the inquiry-based approach in technical education?’ For the above purposes, an exploratory qualitative research design was used. A qualitative pedagogical experiment was carried out, which was supported by additional research tools and methods (essays, microteaching, participative observations, an analysis of the research subjects, and reflection). The obtained findings show that, in the process of experiments, it has come to a shift in the participants’ opinions about the application of the inquiry-based approach in technical education. The participating future primary school teachers showed an inclination to using the method of inquiry, and the results suggest that they are sufficiently equipped with competencies for its realization. Since there is a lack of research in the field, the present study provides unique data that can help experts (primarily field didacticians) understand the need for searching for an optimal teaching model that can contribute to increasing the quality of education.
Doi: 10.28991/HEF-2024-05-03-09
Full Text: PDF |
| first_indexed | 2025-02-18T06:50:15Z |
| format | Article |
| id | doaj.art-25d60f680c6f4596a8b51d6d0700bf11 |
| institution | Directory Open Access Journal |
| issn | 2785-2997 |
| language | English |
| last_indexed | 2025-02-18T06:50:15Z |
| publishDate | 2024-09-01 |
| publisher | Ital Publication |
| record_format | Article |
| series | Journal of Human, Earth, and Future |
| spelling | doaj.art-25d60f680c6f4596a8b51d6d0700bf112024-11-09T14:31:07ZengItal PublicationJournal of Human, Earth, and Future2785-29972024-09-015343845510.28991/HEF-2024-05-03-09154Inquiry-Based Approach in the Context of Undergraduate Teacher TrainingEva Severini0Mária Kožuchová1Silvia Barnová2Faculty of Education, Comenius University Bratislava, Račianska 59, 813 34 Bratislava,Faculty of Education, Comenius University Bratislava, Račianska 59, 813 34 Bratislava,Department of School Pedagogy and Psychology, DTI University, 018 41 Dubnica nad Váhom,The aim of the study is to present information about the main findings of a research study on the application of the inquiry-based approach in undergraduate teacher training in the field of technical education. The authors seek the answer to the question ‘To what extent are the graduates of teacher training programs prepared for the application of the inquiry-based approach in technical education?’ For the above purposes, an exploratory qualitative research design was used. A qualitative pedagogical experiment was carried out, which was supported by additional research tools and methods (essays, microteaching, participative observations, an analysis of the research subjects, and reflection). The obtained findings show that, in the process of experiments, it has come to a shift in the participants’ opinions about the application of the inquiry-based approach in technical education. The participating future primary school teachers showed an inclination to using the method of inquiry, and the results suggest that they are sufficiently equipped with competencies for its realization. Since there is a lack of research in the field, the present study provides unique data that can help experts (primarily field didacticians) understand the need for searching for an optimal teaching model that can contribute to increasing the quality of education. Doi: 10.28991/HEF-2024-05-03-09 Full Text: PDFhttps://hefjournal.org/index.php/HEF/article/view/416technical educationinquiry-based approachundergraduate teacher trainingcompetencies for inquiry-based teaching. |
| spellingShingle | Eva Severini Mária Kožuchová Silvia Barnová Inquiry-Based Approach in the Context of Undergraduate Teacher Training Journal of Human, Earth, and Future technical education inquiry-based approach undergraduate teacher training competencies for inquiry-based teaching. |
| title | Inquiry-Based Approach in the Context of Undergraduate Teacher Training |
| title_full | Inquiry-Based Approach in the Context of Undergraduate Teacher Training |
| title_fullStr | Inquiry-Based Approach in the Context of Undergraduate Teacher Training |
| title_full_unstemmed | Inquiry-Based Approach in the Context of Undergraduate Teacher Training |
| title_short | Inquiry-Based Approach in the Context of Undergraduate Teacher Training |
| title_sort | inquiry based approach in the context of undergraduate teacher training |
| topic | technical education inquiry-based approach undergraduate teacher training competencies for inquiry-based teaching. |
| url | https://hefjournal.org/index.php/HEF/article/view/416 |
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