Pre-service and in-service teachers’ experiences of inquiry-based primary science teaching : a collaborative team teaching model
Havu-Nuutinen, S., Kervinen, A., Uitto, A., Laine, A., Koliseva, A., Pyykkö, L., Impiö, P., & Aittola, T. (2019). Pre-service and in-service teachers’ experiences of inquiry-based primary science teaching : a collaborative team teaching model. Journal of Baltic Science Education, 18(4), 583-594. https://doi.org/10.33225/jbse/19.18.583
Published inJournal of Baltic Science Education
DisciplineSoveltavan kemian yksikköKasvatustieteiden yksikköInformaatioteknologian yksikköThe Unit of Applied ChemistryThe Unit of EducationThe Unit of Information Technology
© 2019 JBSE
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. ...
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Additional information about fundingThis research was supported by the Ministry of Education and Culture through funding from the LUMA SUOMI network.
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