ABSTRACT Inquiry models of teaching and learning have a long history in education. With a focus on contemporary (2000–2018) empirical research, this systematic review of literature focuses on the question: What is known about how inquiry is used and framed in literacy preservice teacher preparation? Findings suggest that inquiry is an effective tool for preservice teacher learning, and although there are challenges (i.e. time, resources, preservice teachers’ preconceived ideas about curriculum, and curricular constraints), preservice teachers can learn to enact inquiry-based teaching methods with transformative possibilities.

中文翻译：

---

成为探究者：扫盲职前教师准备探究方法研究述评

摘要 探究式教学模式在教育领域有着悠久的历史。以当代（2000-2018 年）实证研究为重点，本系统的文献综述重点关注以下问题：关于在职前扫盲教师准备中如何使用和构建探究，我们知道什么？研究结果表明，探究是职前教师学习的有效工具，尽管存在挑战（即时间、资源、职前教师对课程的先入为主的观念以及课程限制），但职前教师可以学习制定具有变革性的探究式教学方法。可能性。