ABSTRACT

Quality assurance is a major topic in discussions of higher education. General quality indicators for learning processes emerge as a part of the concept to emphasise dimensions that predicts students’ learning outcomes. How can teaching designed as inquiry-based learning (IBL) improve process quality? By exploring how the curriculum is applied in an unfolding teaching and learning process for first-year students from a teacher education programme in Norway, one discovers complexities related to general guidelines. The aim is to highlight the discussion of innovative designs for learning to improve process quality, and to show that localised knowledge practice is an important contribution avoiding simplicity in general terms as a measure of quality.

摘要

质量保证是高等教育讨论的一个主要话题。学习过程的一般质量指标作为概念的一部分出现，以强调预测学生学习成果的维度。设计为探究式学习 (IBL) 的教学如何提高过程质量？通过探索如何将课程应用于挪威教师教育计划的一年级学生的不断发展的教学和学习过程，人们发现了与一般指导方针相关的复杂性。目的是强调对学习创新设计以提高过程质量的讨论，并表明本地化知识实践是一个重要的贡献，即避免一般意义上的简单性作为质量衡量标准。