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46 - Undergraduate Research in Teacher Education

from Part III.6 - Disciplines A–Z

Published online by Cambridge University Press:  11 August 2022

By
Udo Gerheim
Edited by
Harald A. Mieg ,
Elizabeth Ambos ,
Angela Brew ,
Dominique Galli  and
Judith Lehmann
Harald A. Mieg
Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos
Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew
Affiliation:
Macquarie University, Sydney
Dominique Galli
Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann
Affiliation:
Universidad de Buenos Aires, Argentina
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Summary

The theoretical contextualization of undergraduate research is undertaken, on the one hand, within the framework of research-based learning (RBL). RBL is experiencing an enormous expansion worldwide in the context of teacher training and is, on the other hand, located within the professionalization discourse, namely that teacher education must focus on the professional activity as a teacher and help to develop it further. For example, the central aspects of teachers’ professional knowledge consist of a combination of “pedagogical content knowledge,” “general pedagogical knowledge,” “curriculum knowledge,” and “subject matter content knowledge” within the disciplines. Accordingly, university education must enable students to acquire deep and flexible knowledge in order to create the necessary basis for successful teaching/learning processes and enable students to find professional solutions to complex pedagogical problems and social challenges, such as reducing educational inequality and establishing educational justice.

Keywords

teacher educationteacher trainingundergraduate researchresearch-based learningeducational justiceprofessionalizationprofessional knowledge
Type
Chapter
Information
The Cambridge Handbook of Undergraduate Research , pp. 431 - 438
Publisher: Cambridge University Press
Print publication year: 2022

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