ERIC Number: EJ1142650
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0952-3987
EISSN: N/A
How Pre-Service Teachers Internalize the Link between Research Literacy and Pedagogy
Gutman, Mary; Genser, Lynne
Educational Media International, v54 n1 p63-76 2017
Enabling pre-service teachers to develop a critical view of their practice and to acquire the higher order inquiry skills necessary for pedagogic research has been and continues to be a challenge. The present study presents a unique intervention in the training of pre-service teachers in research literacy (RL) skills using a Problem Based Learning (PBL) approach. The intervention is implemented in two different Learning Communities (LC), one online and the other blended. Both immediate and long-term effects of PBL are investigated as are the effects of social and direct scaffolding within the LCs. The study focuses on transmitting the following RL skills: "identifying and defining" a problem, "formulating" a research question, and "designing" a research method. The findings indicate an immediate effect upon all RL skills in both LCs. The long-term effect appears only in the online LC and only for two RL skills: identifying and defining problems. Additionally, there is greater use of social scaffolding in formulating and designing a research study in the online LC than in the blended learning community. Those findings are then interpreted in terms of retention capacity and scaffolding in blended and online LCs.
Descriptors: Preservice Teachers, Research Skills, Problem Based Learning, Communities of Practice, Blended Learning, Scaffolding (Teaching Technique), Problem Solving, Research Design, Research Methodology, Outcomes of Education, Student Research, Electronic Learning, Mixed Methods Research, Likert Scales, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A