PRE-SERVICE AND IN-SERVICE TEACHERS’ EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL
PRE-SERVICE AND IN-SERVICE TEACHERS’ EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL
Author(s): Sari Havu-Nuutinen, Anttoni Kervinen, Anna Uitto, Aulikki Laine, Anniina Kervinen, Lassi Pyykkö, Pentti Impiö, Tiina AittolaSubject(s): Education, School education
Published by: Scientia Socialis, UAB
Keywords: collaborative team teaching model; inquiry-based science teaching; survey research; teachers’ experiences;
Summary/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.
Journal: Journal of Baltic Science Education
- Issue Year: 18/2019
- Issue No: 4
- Page Range: 583-594
- Page Count: 12
- Language: English