Engage student teachers in reflection on their educational beliefs before immersing them in IBL¶

Strategy · All strategies
Evidence · 4 claims (3 for, 1 mixed) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The authors advise that because immersion in IBL "may not be effective for student teachers who hold conceptions that are largely incompatible with IBL", professional development should first engage student teachers in reflection on their educational beliefs. Conceptual-change strategies are recommended: making implicit beliefs explicit, revealing their inadequacy, and integrating logically sound alternative perspectives.

Design Implications¶

Context¶

Requirements¶

• awareness of participants' initial conceptions of the subject and of education

Constraints¶

• the article notes immersion alone had little impact on the content-oriented subgroup, so reflection is positioned as a complement, not a replacement

Target Learners¶

• student teachers with content-oriented conceptions of history education

Target Learning Goals¶

• restructuring deeply rooted educational beliefs incompatible with inquiry-based learning

Claims¶

• Added interpretive support did not significantly affect the evolution of student teachers' educational beliefs [~W]
• The impact of immersion in IBL on beliefs varies significantly across individual students, with about 8% holding content-oriented beliefs largely unaffected [+W]
• Immersion in IBL improves student teachers' self-reported understanding of the interpretative nature of historical research [+W]
• Immersion in inquiry-based learning significantly increases student teachers' value for procedural knowledge goals and self-efficacy for inquiry, but not substantive knowledge goals [+W]

Related Strategies¶

• Teacher AI professional development should pair readiness-building with structured engagement with attribution and pedagogy

Examples¶

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Key Sources¶

• Voet, M. & De Wever, B. (2018). Effects of immersion in inquiry-based learning on student teachers' educational beliefs. Instructional Science, 46(3), 383-403. https://doi.org/10.1007/s11251-017-9439-8