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Sparking the Flame: Research as Inquiry for Aspiring Educators

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Title: Sparking the Flame: Research as Inquiry for Aspiring Educators
Language: English
Authors: Madeline Grimes (ORCID 0009-0008-5897-658X), Erik John Byker (ORCID 0000-0002-2475-4195)
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
FullText Text:
  Availability: 0
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  Data: Sparking the Flame: Research as Inquiry for Aspiring Educators
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  Data: <searchLink fieldCode="AR" term="%22Madeline+Grimes%22">Madeline Grimes</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-5897-658X">0009-0008-5897-658X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erik+John+Byker%22">Erik John Byker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2475-4195">0000-0002-2475-4195</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teacher+Education+and+Educators%22"><i>Journal of Teacher Education and Educators</i></searchLink>. 2025 14(3):201-217.
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  Data: 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
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  Data: 17
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  Data: 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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  Data: 2026
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 201
    Subjects:
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: College Transfer Students
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Urban Universities
        Type: general
      – SubjectFull: Research Universities
        Type: general
      – SubjectFull: Public Colleges
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Research Skills
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      – TitleFull: Sparking the Flame: Research as Inquiry for Aspiring Educators
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            NameFull: Erik John Byker
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              Type: published
              Y: 2025
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