Enquiry-based Learning: the impact on postgraduate trainees

Abstract

Abstract

This paper discusses approaches to teaching and learning at postgraduate level.  Innovative curriculum design and the desire to involve trainees in their own learning has seen an increasing number of those in Higher Education (HE) adopt an enquiry-based learning (EBL) approach. This paper will discuss how twenty five postgraduate trainees specialising in initial teacher training in the Early Years undertook a module which involved investigating a chosen area of early years practice and presenting this in the form of a documentary that would inform qualified teachers new to the Early Years Foundation Stage (EYFS).  The promotion of the EBL approach was strategic and encouraged trainees to engage more deeply with the issues around a specific chosen topic as well encouraging autonomy and independence.  Furthermore, it facilitated a set of additional knowledge and attributes that would be recognised as valuable in an early years ‘professional context’ (MacDonald, 2005).  A self-efficacy questionnaire, based on Lane et al. (2003) was completed by the trainees at the beginning of the module and on completion in order to gauge individual levels of motivation, planning, ability to seek support, understanding of theory, time management and management of overall production and writing in relation to their chosen topic area.  Initial findings show that whilst the trainees gained from the EBL approach to learning, it also raised far greater issues for PGCE trainees undertaking a one year intensive initial teacher training course. 

Keywords: Enquiry-based learning (EBL); self-efficacy; documentary; engagement; assessment process; postgraduate.