Project-based learning in initial teacher training curricula: Incorporating a visual method to enhance student agency and reflexive engagement in the learning process

Warnock, Christopher and Duncan, Jillian (2019) Project-based learning in initial teacher training curricula: Incorporating a visual method to enhance student agency and reflexive engagement in the learning process. Journal of the European Teacher Education Network, 14. pp. 64-75. ISSN 2183-2234

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Abstract

Project-based learning in initial teacher training curricula, considers the value of incorporating visual methodologies and sequential, phased learning to (re)conceptualise undergraduate assessment models. Sequential learning is introduced through a layered concept-mapping process upon a professional poster design. The discussion explores how trainees engage with government expectations and theoretical underpinnings of lesson ideology, as a rationale for effective, professional practice within primary education, articulated through a presentational format. A resultant emphasis upon reflexive student engagement and subsequent student outcomes form key discussion threads. This is suggestive of transferable assessment architypes, which encourage agency and offer added value to professional learning programmes.

Item Type: Article
Subjects: X900 Others in Education
Department: Faculties > Health and Life Sciences > Social Work, Education and Community Wellbeing
Depositing User: Becky Skoyles
Date Deposited: 24 Apr 2019 08:50
Last Modified: 24 Apr 2019 09:00
URI: http://nrl.northumbria.ac.uk/id/eprint/39037

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