Sparking the Flame: Research as Inquiry for Aspiring Educators
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| Title: | Sparking the Flame: Research as Inquiry for Aspiring Educators |
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| Language: | English |
| Authors: | Madeline Grimes (ORCID |
| Source: | Journal of Teacher Education and Educators. 2025 14(3):201-217. |
| Availability: | Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Inquiry, Active Learning, Undergraduate Students, College Freshmen, College Transfer Students, Preservice Teachers, Urban Universities, Research Universities, Public Colleges, Introductory Courses, Teacher Education, Student Attitudes, Research Skills |
| ISSN: | 2147-0456 2147-5407 |
| Abstract: | The purpose of this study is to describe and report on the implementation of an inquiry-based module for future educators. Research consistently highlights a gap between the academic expectations of secondary school and the requirements of higher education, particularly concerning inquiry and research skills. While College-Career Ready (CCR) standards (Green et al., 2023) aim to bridge this divide, many first-year undergraduate students, including preservice teachers, still struggle with the shift toward inquiry and critical analysis. This study investigated the efficacy of an intensive, year-long inquiry-based learning (IBL) program called "Pathways for Success" (PFS), which was designed by university faculty to foster research skills among 229 (n=229) first-year and transfer undergraduates interested in teaching. A survey research design was used to answer the following research questions: 1) What is the Research as Inquiry Module and how was it implemented? 2) What were the undergraduate students' perceptions of the process of research and its application to their future? 3) What challenges, if any, did the undergraduate students identify about engaging in research? Findings reveal that students held positive perceptions of the module and its professional applications, yet they also identified key challenges, including formulating research questions and managing their time. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493180 |
| Database: | ERIC |
| Abstract: | The purpose of this study is to describe and report on the implementation of an inquiry-based module for future educators. Research consistently highlights a gap between the academic expectations of secondary school and the requirements of higher education, particularly concerning inquiry and research skills. While College-Career Ready (CCR) standards (Green et al., 2023) aim to bridge this divide, many first-year undergraduate students, including preservice teachers, still struggle with the shift toward inquiry and critical analysis. This study investigated the efficacy of an intensive, year-long inquiry-based learning (IBL) program called "Pathways for Success" (PFS), which was designed by university faculty to foster research skills among 229 (n=229) first-year and transfer undergraduates interested in teaching. A survey research design was used to answer the following research questions: 1) What is the Research as Inquiry Module and how was it implemented? 2) What were the undergraduate students' perceptions of the process of research and its application to their future? 3) What challenges, if any, did the undergraduate students identify about engaging in research? Findings reveal that students held positive perceptions of the module and its professional applications, yet they also identified key challenges, including formulating research questions and managing their time. |
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| ISSN: | 2147-0456 2147-5407 |
