Research Impact: This study set out to problematise aspects of the longitudinal application of IBL and PBL methodologies within a cross-institutional ITE programme in Ireland. Findings included that IBL and PBL methodologies correspond with pre-service teachers’ enhanced learning in relation to curriculum and assessment, and that strong cross-institutional collegial relationships among faculty members proved to be a significant factor in success. In the context of a community of practice, the study identified a disjunction between successful collaborative inquiry by pre-service teachers and transferable knowledge to the school context. The papers’ central contribution proposes that as ITE reconfiguration evolves programmes can capitalise upon cross institutional professional collaborations between teacher educators. Collaborative IBL and PBL learning spaces can be creatively explored to enhance transferability, developing preservice teachers as researchers, a core element of initial teacher education programme accreditation.
Connolly, C., Logue, P. A., & Calderón, A. (2022). Teaching about curriculum and assessment through inquiry and problem-based learning methodologies: An initial teacher education cross-institutional study. Irish Educational Studies. https://doi.org/10.1080/03323315.2021.2019083
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