Learning outcomes from a one-year long collaborative inquiry-oriented pedagogical training course for university lecturers were investigated in this study. The course was a long-term, process-oriented university pedagogical course with students from different disciplinary backgrounds, and it was based on the idea of a community of practice and collaborative inquiry learning. The focus of the course was designing learning environment, process facilitation and supporting structures, but the content was not determined in advance; instead, the students produced the content based on their experiences, shortfalls in their current teaching competence and knowledge, and also the educational development needs of their working environment. The follow-up data were collected through questionnaires with open-ended questions on different phases of the course; group electronic learning logs were used as complementary data. According to the results, the long-term collaborative inquiry-oriented pedagogical training achieved predefined learning outcomes even though the actual content of the course was not predetermined, and even went beyond them, especially in terms of empowerment.
Barab, Sasha A., Michael Barnett, and Kurt Squire (2002) “Developing an empirical account of a community of practice: characterizing the essential tensions”. The Journal of the Learning Sciences 11, 4, 489–542.
http://dx.doi.org/10.1207/S15327809JLS1104_3
Barrows, Howard S. and Robyn M. Tamblyn (1980) Problem-based learning: an approach to medical education. (Springer Series on Medical Education, 1.) New York: Springer.
Borko, Hilda and Ralph T. Putnam (1996) “Learning to teach”. In Handbook of educational psychology. D. C. Berliner and R. C. Calfee, eds. New York: Prentice hall.
Borko, Hilda, Dominic Peressini, Lew Romagnano, Eric, Knuth, Christine Willis-Yorker, Candace Wooley, Jeff Hovermill, and Kate Masarik, (2000) “Teacher education does matter: a situative view of learning the teach secondary mathematics”. Educational Psychologist 35, 3, 193–206.
http://dx.doi.org/10.1207/S15326985EP3503_5
Boyer, Ernest.L. (1990) Scholarship reconsidered: priorities of the professoriate. Stanford: The Carnegie Foundation for the Advancement of Teaching.
Cochran-Smith, Marilyn (2001a) “Reforming teacher education; competing agendas”. Journal of Teacher Education 52, 4, 263–265.
http://dx.doi.org/10.1177/0022487101052004001
Cochran-Smith, Marilyn (2001b) “Higher standards for prospective teachers: what’s missing from the discourse”. Journal of Teacher Education 52, 3, 179–181.
http://dx.doi.org/10.1177/0022487101052003001
Decuyper, Stefan, Filip Dochy, and Piet Van den Bossche (2010) “Grasping the dynamic complexity of team learning: an integrative model for effective team learning in organisations”. Educational Research Review 5, 2, 111–133.
http://dx.doi.org/10.1016/j.edurev.2010.02.002
Eraut, Michael (1995) “Schön shock: a case for reframing reflection-in-action”. Teachers and Teaching: Theory and Practice 1, 1, 9–22.
Gibbs, Graham (1988) Learning by doing: a guide to teaching and learning methods. Oxford: Oxford Centre for Staff and Learning Development. Available online at <http://www2.glos.ac.uk/ gdn/gibbs/index.htm>. Accessed on 25.08.2013.
Gross, Lisa A and Susan D. Gilbert (2011) “Early formations of teacher identity: prospective teacher candidates notions of teacher roles”. In Navigating in educational contexts: identities and cultures in dialogue, 79–92. Anneli Lauriala, Raimo Rajala, Heli Ruokamo, and Outi Ylitapio-Mäntylä, eds. Rotterdam, Boston, Taipei: Sense Publishers.
Hakkarainen, Kai, Kirsti Lonka, and Lasse Lipponen (2004) Tutkiva oppiminen. Järki, tunteet ja kulttuuri oppimisen sytyttäjinä. [Inquiry-based learning – mind, emotions, and culture as kindlers of learning.] Helsinki: WSOY
Heron. John (1996) Co-operative inquiry: research into the human condition. London: Sage.
Hirsto, Laura (2004) “Long-term learning-groups in higher education: practical and theoretical perspectives”. Paper presented in the conference of SIG Higher Education of European Association of Research on Learning and Instruction (EARLI), Stockholm and Tallinn.
Hirsto, Laura and Sanni Siitari (2004a) “Tutoring long term small groups in the context of teacher education”. Paper presented in Nordic Educational research Association (NERA), Reykjavik.
Hirsto, Laura and Sanni Siitari (2004b) “Different perspectives on tutoring to promote learning in long-term small-groups”. Paper presented in the European Conference on Educational Research (ECER), Crete.
Hirsto, Laura, Maire Syrjäkari, and Maija Lampinen (2012) “How university teachers as teacher students define and discern good university-teachership as the basis for their studies?” Paper presented in the conference of SIG Teaching and teacher education of European Association of Research on Learning and Instruction (EARLI), Bergen.
Kreber, Carolin and Cranton, Patricia A. (2000) “Exploring the scholarship of teaching”. The Journal of Higher Education 71, 4, 476–495.
http://dx.doi.org/10.2307/2649149
Lakkala, Minna (2010) How to design educational settings to promote collaborative inquiry: pedagogical infrastructures for technology-enhanced progressive inquiry. (Studies in Psychology, 66.) Helsdinki: University of Helsinki, Institute of Behavioural Sciences.
Lave, Jean and Etienne Wenger (1991) Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511815355
Loughran, John, Amanda Berry, Allie Clemans, Stephen Keast, Bianca Miranda, Graham Parr, Philip Riley, and Elizabeth Tudball (2011) “Exploring the nature of teachers’ professional learning”. In Navigating in educational context: identities and cultures in dialogue, 79–92. Anneli Lauriala, Raimo Rajala, Heli Ruokamo, and Outi Ylitapio-Mäntylä, eds. Rotterdam, Boston, Taipei: Sense Publishers.
Maudsley, Gillian (1999) “Roles and responsibilities of the problem based learning tutor in the undergraduate medical curriculum”. British Medical Journal 318, 7184, 657–662.
http://dx.doi.org/10.1136/bmj.318.7184.657
Muukkonen-van der Meer, Hanni (2011) Perspectives on knowledge creating inquiry in higher education. (Studies in Psychology, 75.) Helsinki: University of Helsinki, Institute of Behavioural Sciences.
OECD (2009) “The professional development of teachers”. In Creating effective teaching and learning environments: first results from TALIS, 47-86. Available online at <http:// www.oecd.org/berlin/43541636.pdf>. Accessed on 26.06.2013.
Paavola, Sami and Kai Hakkarainen (2005) “The knowledge creation metaphor – an emergent epistemological approach to learning”. Science and Education 14, 6, 535–557.
http://dx.doi.org/10.1007/s11191-004-5157-0
Putnam, Ralph T. and Hilda Borko (2000) “What do new views of knowledge and thinking have to say about research of teacher learning?”. Educational researcher 29, 1, 4–15.
http://dx.doi.org/10.3102/0013189X029001004
Reason. Peter (2002) “The practice of co-operative inquiry”. Systematic Practice and Action Research 15, 3, 169–175.
Sahlberg, Pasi (2000) “Critical elements of learning groups”. Paper presented at the conference of innovations in higher education, Helsinki University, Finland, 31.8.2000. Available online at <http://www.pasisahlberg.com/downloads/Inno%202000%20paper%20Final.pdf>. Accessed on 07.01.2012.
Scheerens, Jaap (2010) Teachers’ professional development: Europe in international comparison - an analysis of teachers’ professional development based on the OECD’s teaching and learning international survey (TALIS). Luxembourg: Office for Official Publications of the European Union
Schmidt, Henk G. and Jos H. C. Moust (1995) “What makes a tutor effective? A structural-equations modeling approach to learning in problem-based curricula”. Academic Medicine 70, 708–714.
http://dx.doi.org/10.1097/00001888-199508000-00015
Schulz, Renate (2010) “Inquiry-oriented teacher education”. In International encyclopedia of education. 3rd ed., 604–609. E. Baker, B. McGaw, P. Peterson, eds. Oxford: Elsevier.
Schön, D. (1983) The reflective practitioner: how professional think in action. New York: Basic Books.
Stes, Ann, Mariska Min-Leliveld, David Gijbels, and Peter Van Petegem (2010) “The impact of instructional development in higher education: the state-of-the-art of the research”. Educational research review 5, 1, 25–49.
http://dx.doi.org/10.1016/j.edurev.2009.07.001
Stokes, Paul (2003) “Exploring the relationship between mentoring and counselling”. British Journal of Guidance and Counselling 31, 1, 25–38.
http://dx.doi.org/10.1080/0306988031000086143
Taylor, Lynn K. and Nicole Rege Colet (2009) “Making the shift from faculty development to educational development: a conceptual framework grounded in practice”. In Building teaching capacities in higher education: a comprehensive international model. A. Saroyan and M. Frenay, ed. Sterling, VA: Stylus Publishing.
Tynjälä, Päivi (2008) “Perspectives into learning at the workplace”. Educational Research Review 3, 2, 130–154.
http://dx.doi.org/10.1016/j.edurev.2007.12.001
Wenger, Etienne (1998) Communities of practice: learning, meaning, and identity. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511803932