The Challenges (and Opportunities) of Challenge-Based Learning within Initial Teacher Education (ITE)
A reflection from Module Coordinators Dr Elaine McDonald and Dr Sabrina Fitzsimons
This core final year module (EDS1041:Sociology of Education) introduces student teachers to the socio-cultural issues that have an impact on the school/classroom community. These include topics such as global trends in education, sustainability, global citizenship and AI in education. It also has a strong focus on inclusion. It looks at issues such as the relationship between school and society, educational disadvantage, gender in education, inclusion and interculturalism in education. Approximately 90-100 students complete the module each year.
Challenge-Based Learning allows us to create an ecosystem where growth is promoted through the scaffolded ‘acquisition of knowledge, skills, understanding and appreciation’ (Noddings, 2002, p283).
The underpinning principle that drove our pedagogical design, was to support students to move from surface engagement with ‘problems’ that have an impact on school communities to deeper thinking in order to produce a substantive learning experience. We were conscious that by enacting this principle, students would be exposed to existing ‘gaps’ in their knowledge, that they would encounter some ‘unknowns’, and that the learning would require ‘effortful thinking’. It is, after all, challenge-based learning.
Module Coordinators
Dr. Elaine McDonald and Dr. Sabrina Fitzsimons
While the module still includes some direct lectures, it primarily draws on the expertise of education stakeholders - that is, peers and colleagues in the broader field of education who have experience and knowledge in areas such as Education Disadvantage, LGBTQi topics, Gender, Homelessness and other topics which have significant societal impact. The stakeholders meet with students over a series of timetabled sessions to discuss the theme and its attendant issues and to articulate challenges.
Students were assigned to groups and worked to construct a ‘solution’ to the set challenge.
As a team, students presented their solution as a recorded presentation and in research poster format. Both formats were chosen because of their accessibility to a wider audience.
To support learning, we offered feedback during the CBL process, including setting ‘group work’ dates in the timetable, offering guidance on working successfully within a group and offering feedback on draft posters.
To consolidate learning, we invited our stakeholders and students to come together at the end of the semester to share their learning at a poster showcase event. The event was an opportunity to showcase not only the physical poster but also students’ learning during the CBL process and the solution to the challenge.
The showcase event is a highlight of the module - it brings together students, colleagues and stakeholders to evaluate, acknowledge and critique the transformative impact of the CBL initiative not only on our students but also on the wider educational community, inspiring hope for positive change.
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