Inquiry-based professional learning in the practicum: potential and shortcomings

Detalhes bibliográficos
Autor(a) principal: Vieira, Flávia
Data de Publicação: 2021
Outros Autores: Flores, Maria Assunção, Coelho da Silva, José Luís, Almeida, M. J., Vilaça, Teresa
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/1822/75878
Resumo: The paper presents a study conducted at the authors' institution to evaluate the potential and shortcomings of an inquiry-based practicum model in post-Bologna initial teacher education master programs. Data was collected through survey questionnaires to practicum participants and the analysis of student teachers' practicum reports. Results show that the participants' views (perceived quality) and evidence from practicum reports (inferred quality) are globally aligned with the model's rationale (intended quality). The model promotes inquiry competences, multifaceted professional knowledge, and a transformative vision of education. Shortcomings of and constraints to inquiry are discussed, and future directions for enhancing it are presented.
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spelling Inquiry-based professional learning in the practicum: potential and shortcomingsInitial teacher educationInquiryPracticumProfessional learningSocial SciencesThe paper presents a study conducted at the authors' institution to evaluate the potential and shortcomings of an inquiry-based practicum model in post-Bologna initial teacher education master programs. Data was collected through survey questionnaires to practicum participants and the analysis of student teachers' practicum reports. Results show that the participants' views (perceived quality) and evidence from practicum reports (inferred quality) are globally aligned with the model's rationale (intended quality). The model promotes inquiry competences, multifaceted professional knowledge, and a transformative vision of education. Shortcomings of and constraints to inquiry are discussed, and future directions for enhancing it are presented.The research team wishes to thank the supervisors, cooperating teachers and former student teachers who collaborated in the study, and also to the colleagues who participated in report analysis in previous studies. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. It was supported through national funds of FCT/MCTES-PT at the University of Minho, by CIEd (Research Centre on Education, projects UIDB/01661/2020 and UIDP/01661/2020 Institute of Education) , CIEC (Research Centre for Child Studies, project UIDB/00317/2020 Institute of Education) , and CBMA (Centre of Molecular and Environmental Biology, project UIDB/04050/2020 School of Sciences) .This work was financially supported by Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) projects under the references UIDB/00317/2020 and UIDP/00317/2020.ElsevierUniversidade do MinhoVieira, FláviaFlores, Maria AssunçãoCoelho da Silva, José LuísAlmeida, M. J.Vilaça, Teresa20212021-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/75878eng0742-051X10.1016/j.tate.2021.103429103429https://www.sciencedirect.com/science/article/pii/S0742051X21001530?via%3Dihubinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:41:39Zoai:repositorium.sdum.uminho.pt:1822/75878Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:38:41.095436Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Inquiry-based professional learning in the practicum: potential and shortcomings
title Inquiry-based professional learning in the practicum: potential and shortcomings
spellingShingle Inquiry-based professional learning in the practicum: potential and shortcomings
Vieira, Flávia
Initial teacher education
Inquiry
Practicum
Professional learning
Social Sciences
title_short Inquiry-based professional learning in the practicum: potential and shortcomings
title_full Inquiry-based professional learning in the practicum: potential and shortcomings
title_fullStr Inquiry-based professional learning in the practicum: potential and shortcomings
title_full_unstemmed Inquiry-based professional learning in the practicum: potential and shortcomings
title_sort Inquiry-based professional learning in the practicum: potential and shortcomings
author Vieira, Flávia
author_facet Vieira, Flávia
Flores, Maria Assunção
Coelho da Silva, José Luís
Almeida, M. J.
Vilaça, Teresa
author_role author
author2 Flores, Maria Assunção
Coelho da Silva, José Luís
Almeida, M. J.
Vilaça, Teresa
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Universidade do Minho
dc.contributor.author.fl_str_mv Vieira, Flávia
Flores, Maria Assunção
Coelho da Silva, José Luís
Almeida, M. J.
Vilaça, Teresa
dc.subject.por.fl_str_mv Initial teacher education
Inquiry
Practicum
Professional learning
Social Sciences
topic Initial teacher education
Inquiry
Practicum
Professional learning
Social Sciences
description The paper presents a study conducted at the authors' institution to evaluate the potential and shortcomings of an inquiry-based practicum model in post-Bologna initial teacher education master programs. Data was collected through survey questionnaires to practicum participants and the analysis of student teachers' practicum reports. Results show that the participants' views (perceived quality) and evidence from practicum reports (inferred quality) are globally aligned with the model's rationale (intended quality). The model promotes inquiry competences, multifaceted professional knowledge, and a transformative vision of education. Shortcomings of and constraints to inquiry are discussed, and future directions for enhancing it are presented.
publishDate 2021
dc.date.none.fl_str_mv 2021
2021-01-01T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/1822/75878
url http://hdl.handle.net/1822/75878
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 0742-051X
10.1016/j.tate.2021.103429
103429
https://www.sciencedirect.com/science/article/pii/S0742051X21001530?via%3Dihub
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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