Inquiry-based Learning in Pre-Service Physical-EducationTeacher Education during Student Teaching

Evaluation of Students’ Inquiry-based Projects in Physical Education and Didactic Consequences

Abstract

At the University of Münster, three inquiry-based projects are required during the pre-service teacher education practicum (cf. Steuergruppe,2014). According to these requirements students are expected to develop their own research questions – an aspect considered substantial in the concept of inquiry-based learning – and to complete their inquiry-based projects during the field practicum. The purpose of these projects is to enhance the students’ competences and professional self-investigation by relating and connecting theory and practice. Since the introduction of the field practicum in teacher education in the winter semester of 2014/15, 254 inquiry-based projects have been mentored at the University of Münster in physical education. The purpose of this study is to analyse these projects to draw conclusions for preparatory classes and to promote inquiry-based learning. In the first part of the article, the inquiry-based projects are analysed with regard to the students’ thematic preferences and research methods. Moreover, these themes are compared to the topics of the preparatory course. In addition, the que stion is addressed as to whether or not the inquiry-based projects are connected to the students’ own teaching projects. In the second part of the paper, the author attempts to identify the presence and type of indicators of inquiry-based learning in the students’ projects. The basic hypothesis is that inquiry-based learning is more than a pragmatic application of research methods and that it shows a profound and sensitive reflection on the learning experiences. The evaluation of inquiry-based learning as reflected in these projects is intended to enrich and improve preparatory classes, inquiry-based learning arrangements and finally the students’ appreciation of inquiry-based learning in physical-education teacher education.