PRE-SERVICE AND IN-SERVICE TEACHERS’ EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL

Sari Havu-Nuutinen; Anttoni Kervinen; Anna Uitto; Aulikki Laine; Anniina Koliseva; Lassi Pyykkö; Pentti Impiö; Tiina Aittola

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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