Abstract
Based on fieldwork, this research is going to be conducted through a two-credit elective course—Educational Research Methodology—offered by the Center for Teacher Education, and refers to the whole-system reform framework of “New Pedagogy for Deep Learning” proposed by Fullan and his colleagues. The new pedagogy uses the power of digital tools to connect and run through the entire collaborative inquiry process of teaching and learning. The teacher and 27 students who take this course and are willing to participate in the inquiry will form a collaborative action research team. From the guided exploration of research topics jointly planned by the teacher and students, to independent research on the research topics of personal interest, the two-stage collaborative inquiry is carried out, and then the implementation of this course is tracked, and classroom observations and learning portfolios are gathered. Reports on educational research issues, independent research plans, students’ proficiency in educational research literacy, curriculum and teaching feedback questionnaires, interviews with students in the course, and thoughtful notes from researchers are collected to comprehensively evaluate the application of this “New Pedagogy for Deep Learning” in educational research, the feasibility of the course and the professional growth of the teachers. The results of this study found that the interactive operation of the four key elements of learning partnership, learning environment, digital utilization and pedagogical practice in this course helped to enhance students’ self-regulated learning, thesis writing, and their research abilities. In addition, as for the “New Pedagogy for Deep Learning”, 80.77% of the students affirmed its feasibility. Through the teaching process of “New Pedagogy for Deep Learning” in this course, the researcher has a better understanding of how to choose research topics, allocate teaching time, and choose teaching materials according to students’ level and needs.