How Does Hands-On Engagement With Inquiry-Based Learning Affect Preservice History Teachers' Beliefs?

• In Event: 61.064 - Teacher Education and Pedagogical Content Knowledge in Teaching History

Abstract

This study examines how hands-on engagement with inquiry-based learning affects the beliefs determining pre-service history teachers’ adoption of this instructional approach. In total, 302 pre-service history teachers participated in an inquiry activity, and completed a pre- and posttest right before and after the intervention. Multilevel analyses shown a significant positive effect on the value that pre-service teachers attributed to procedural knowledge goals, or learning how historical knowledge is constructed, and on their self-efficacy for conducting inquiries. Despite these general positive findings, the impact differed significantly across students. In particular, hands-on engagement with inquiry-based learning had little effect on a subgroup of 25 participants, who seemed to have started the intervention with beliefs that left little room for inquiry-based learning.

Authors

• Michiel Voet, Ghent University

• Bram De Wever, Ghent University