Inquiry Curriculum : A New Approach to the Professional Development of Student-Teachers at Farhangian University (original) (raw)
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USING NARRATIVE APPROACH CASE STUDY FOR INVESTIGATING TWO TEACHERS' KNOWLEDGE, BELIEFS AND PRACTICE
The purpose of this study was to use narrative approach case study to investigate two mathematics teachers' development of inquiry-based mathematics teaching during their participation in a professional development program. By means of narrative analysis based on the data collected from interviews, classroom observations, concept maps, researchers' field notes and post-observation interviews, the study construct a retrospective explanation of how the two teachers' own experiences were reflected in the change of their beliefs, knowledge and practices about mathematics inquiry. Findings indicate that (1) a high level of knowledge regarding mathematics inquiry might not the guarantee that the teacher will employ better inquiry-based mathematics teaching; (2) the teacher who has changed her beliefs might perform better inquiry-based teaching than the one who always holds positive beliefs toward inquiry.
European Scientific Journal, 2014
Teacher study groups consist of seminar and course groups are alternative structures for teachers' professional development. During the practicing of these kinds of study groups, the motivation of participant teachers and the contents of the structures are substantial. The paper explores that the teachers' perceptions and beliefs about research and inquiry-based learning and the inquiry-based practices during their classroom instructions by trusting their writings and how the activities of teacher study group influence on teachers' professional development. Additionally, assessing teachers' answers to the interview questions give an idea about the debates in the professional developments of classroom teachers in Turkey.
Journal of Science Teacher Education, 2012
This review brings together the literature on inquiry-based teaching and learning and science teacher professional development (PD). We present a targeted critical review of research focused specifically on the nature of PD programs purported to emphasize inquiry. Our review analyzes the features of each program and critiques the reported outcomes of each study. Findings from this review suggest a general alignment with recommended features of effective PD as outlined in the literature with a few notable exceptions, including: supporting teachers in developing inquiry-based lesson plans, providing authentic inquiry experiences, and focusing on science content for teachers. More importantly, our review reveals that no reported study has connected participation in inquiry-based PD with all the desired outcomes of teacher PD: enhanced teacher knowledge, change in beliefs and practice, and enhanced student achievement. Implications for future research on inquiry-based PD programs are discussed.
Teacher professional development and inquiry-based instruction: literature review
Teacher professional development and inquiry-based instruction: literature review, 2023
Innovative strategies can revolutionise student learning if implemented properly. Nonetheless, teachers need sufficient training to do this. Therefore, teacher professional development programmes should be reviewed to see if they provide sufficient training for teachers to effectively implement inquiry-based instruction, since it is considered one of these innovative methods. This paper synthesises the existing literature on teacher professional development for inquiry-based instruction from the fields of education and social science between 2001 and 2022. The EBSCO host library, Scopus, Science Direct, ProQuest Dissertations & Theses, Linked Papers, and Taylor & Francis data bases were used for this review. The titles, abstracts, keywords, and publication dates of the selected records were converted into Microsoft Excel, where they were then reviewed to identify the publications that were in line with the scope of the study. A total of 135 studies, including articles and dissertations, were reviewed for this study. The findings of this study provide insight into the gaps in the existing literature on inquiry-based instruction and teacher professional development, as well as suggestions for potential areas for further research.
This study was conducted to ascertain the role of inquiry in supporting teachers' pedagogical content knowledge (PCK) and efficacy based on the In-Service Profesional Development (INSEP) findings. INSEP program has been conducted by Kelas Lentera Kuark in East Sumba Regency, East Nusa Tenggara Province. This program was conducted from January to July of 2016 within three stages such as: (1) Preliminary assessment (2) Teacher training (consist of two sessions: Motivational and leadership training, and Inquiry-Based Teacher Training); (3) Monitoring and Evaluation. This study was conducted using the qualitative approach of multiple cases study. The data were obtained from multiple sources and analyzed through the approach of constant comparative method. The findings show that inquiry plays an important role in constructing teachers' PCK and efficacy. Inquiry does not only serves as an instructional teaching but also it develops their paradigm to understand more about Nature of Science thus they have the ability to develop PCK that can bring a direct impact to their efficacy.
Scientific inquiry helps students develop critical thinking abilities and enables students to think and construct knowledge like a scientist. The study describes a method course implementation at a major public teachers college in Turkey. The main goal of the course was to improve research and teaching abilities of prospective physics teachers (N=48) by developing scientific inquiry skills. The impact of the course was measured in two-folds: (a) The results obtained from pre-and post-course scientific inquiry self-evaluations of student teachers, which showed a statistically significant improvement, (b) independently measured scientific inquiry levels, which were found highly correlated with student grades from practical courses. Qualitative data indicated that the student teachers were having difficulties in applying mathematical formula into physics applications.
The inquiry-based instruction: its concept, essence, importance and contribution
The monograph “Badatelsky orientovaná výuka: pojetí, podstata, význam a přínosy” (in English: “The inquiry-based instruction: its concept, essence, importance and contribution”) reacts on the currents needs resulting not only from the educational practice and the pedagogical theory, but also from the demands of the society that manifest themselves in the emphasis on the pupils’ competences development in domains of thinking, coping with the new situations and also in solving of the problem situations. It focuses on the solution of a relatively limited area of the pedagogical reality, which, however, has some broader connections that manifest themselves in the links to the related scientific fields — psychology, philosophy, or technics among others. The publication mostly relates to the works of the prominent methodological and psychological theoreticians. It provides an analysis of the pieces of knowledge that were already published, compares them with each other, and it evaluates them critically in order to create a basis matching the current state of cognition. Conceptually, the paper is devoted to the solution of the terminological problems that come mostly from the pedagogical theory, which is currently limited by the lack of the elaborated area devoted to the inquiry-based instruction. The publication defines the basic terms, it solves the pupil’s inquiry essence on the cognitive and emotional level, and it elaborates the teacher’s competences to realize highquality inquiry-based instruction. The accomplished results revise and expand the pedagogical and methodological theory, furthermore, their application is possible also within the frame of the field-specific methodology. At the same time, the monograph also presents the results of the realized empirical research thematically aimed on the teacher’s competences that are connected to the realization of the inquiry-based instruction.
Chemistry Teacher International, 2019
Despite the tremendous efforts which have been made over the last few years, inquiry-based learning (IBL) has not become an established practice in science education yet. Even if teachers consider IBL an important and valuable approach, they still refrain from implementing it in their own science classes. Research findings suggest that the teachers’ beliefs and attitudes have a crucial influence on their classroom practice. Only if they are compatible with the approach of IBL, the teachers will be willing to implement IBL in their own classes. This article demonstrates how the beliefs and attitudes of three Austrian chemistry teachers changed over the period of a 9-monthly professional development program (PDP). In order to ascertain their beliefs and attitudes regarding IBL previous to and after the PDP, we conducted a group discussion and three individual interviews. The statements from both dates were analyzed using a qualitative content analysis and indicate substantial changes ...