PRE-SERVICE AND IN-SERVICE TEACHERS’ EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL
Title | PRE-SERVICE AND IN-SERVICE TEACHERS’ EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL |
Publication Type | Journal Article |
Year of Publication | 2019 |
Authors | Havu-Nuutinen, S, Kervinen, A, Uitto, A, Laine, A, Koliseva, A, Pyykkö, L, Impiö, P, Aittola, T |
Journal | Journal of Baltic Science Education |
Volume | 18 |
Issue | 4 |
Start Page | 583-594 |
Pagination | Continuous |
Date Published | August/2019 |
Type of Article | Original article |
ISSN | 1648-3898 |
Other Numbers | E-ISSN 2538-7138 |
Keywords | collaborative team teaching model, inquiry-based science teaching, survey research, teachers’ experiences |
Abstract | This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers’ professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 in-service class teachers were involved in the research. According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-service and pre-service teachers experienced inquiry-based science teaching enthusiastically and received new ideas, knowledge and skills to carry out inquiries during the school projects. Also, they became more confident to use inquiry-based approach in their teaching. The findings indicate that the CTTM combines pre-service teachers’ professional development and in-service teachers’ expertise and the model successfully support the use of inquiry-based practices in primary school science education. |
URL | http://oaji.net/articles/2019/987-1564686532.pdf |
DOI | 10.33225/jbse/19.18.583 |
Refereed Designation | Refereed |