Becoming Inquirers: A Review of Research on Inquiry Methods in Literacy Preservice Teacher Preparation

被引：8
|
作者：
Lammert, Catherine [1 ]
机构：
[1] Univ Iowa, Teaching & Learning, 907 Walker Circle, Iowa City, IA 52242 USA
来源：
LITERACY RESEARCH AND INSTRUCTION | 2020年 / 59卷 / 03期
关键词：
Reading/writing across the curriculum; teacher education; content area literacy; instructional strategies and materials; DISCIPLINARY LITERACY; SCIENCE; EDUCATION; PEDAGOGY; UNDERSTANDINGS; INSTRUCTION; MATHEMATICS; EXPERIENCES; STANDARDS; LEARNERS;
D O I：
10.1080/19388071.2020.1730529
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Inquiry models of teaching and learning have a long history in education. With a focus on contemporary (2000-2018) empirical research, this systematic review of literature focuses on the question: What is known about how inquiry is used and framed in literacy preservice teacher preparation? Findings suggest that inquiry is an effective tool for preservice teacher learning, and although there are challenges (i.e. time, resources, preservice teachers' preconceived ideas about curriculum, and curricular constraints), preservice teachers can learn to enact inquiry-based teaching methods with transformative possibilities.
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页码：191 / 217
页数：27
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