Abstract:

The purpose of this study is to introduce an innovative learning and teaching framework to help Saudi pre-service technical teachers and professional teachers to teach effectively through conducting a scientific inquiry. In this study, the teaching plan was implemented by conducting an academic investigation. The learning output was made not only to serve as a presentation and video lecture but to create a research paper and ultimately design an eLearning (eLesson). This study proposed a framework in helping student teachers to review the literature and design a mean for data collection as a part of their teaching. This study also created a framework for discussion of results and evaluation. The data were collected from Saudi students teachers at Technical Trainer College in Riyadh, Kingdom of Saudi Arabia. Students were asked to provide a teaching plan and interesting techniques for content delivery through class inspiration and creativity. This activity’s timeline has to be conducted within three months in order to complete the course assignments. The researcher conducted a learning experiment to test the impact of the proposed framework on student teacher’s quality of teaching and measure the students’ attitudes towards the approach. The proposed research-based learning & teaching framework consist of weekly lectures, teamwork learning activities and online undertakings. At the end of the course, the students were asked to fill out a survey form to assess their attitudes towards the proposed teaching framework. The results showed not only a positive attitude among students for research-based teaching framework but a great satisfaction amongst them on documenting their teaching practices as a piece of research.

Keywords:

Conducting research, Research-based teaching, Research-based learning, Academic writing, Research methodology, project-based learning.