Action Research in Initial Teacher Education: DigiPen Project-Based Learning

• In Event: Teacher Learning, Pipelines, and Development in School/University/Community Partnerships

Abstract

The theory/practice divide still pervades teacher education. How can teacher educators effectively bridge gaps between research and teaching? We must build stronger bridges between theory and practice; universities and schools; scholars and practitioners. Cross-curricular, K-16 partnerships involving project-based learning show great promise. Teacher induction with inquiry embedded in practicum experiences reflects the new British Columbia curriculum core competencies: communication; creative thinking; critical thinking; positive personal and cultural identity; personal awareness and responsibility; and social responsibility. This study illustrates an innovative approach to articulation between an initial teacher education program and a local secondary school. Furthermore, this research helps break down traditional silos in education, suggesting teacher educators work in collaboration with teachers and other key stakeholders to improve teacher education.

Author

• Edward R. Howe, Thompson Rivers University