Pre-service and in-service teachers' experiences of inquiry-based primary science teaching : A collaborative team teaching model

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http://hdl.handle.net/10138/304369

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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 , vol. 18 , no. 4 , pp. 583-594 . https://doi.org/10.33225/jbse/19.18.583

Title: Pre-service and in-service teachers' experiences of inquiry-based primary science teaching : A collaborative team teaching model
Author: Havu-Nuutinen, Sari; Kervinen, Anttoni; Uitto, Anna; Laine, Aulikki; Koliseva, Annina; Pyykkö, Lassi; Impiö, Pentti; Aittola, Tiina
Contributor organization: Maker@STEAM
Department of Education
Helsinki Institute of Sustainability Science (HELSUS)
University Management
Date: 2019
Language: eng
Number of pages: 12
Belongs to series: Journal of Baltic Science Education
ISSN: 1648-3898
DOI: https://doi.org/10.33225/jbse/19.18.583
URI: http://hdl.handle.net/10138/304369
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 inservice 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 inquirybased 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.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.
Subject: 516 Educational sciences
collaborative team teaching model
inquiry-based science teaching
survey research
teachers' experiences
INSTRUCTION
BELIEFS
Peer reviewed: Yes
Rights: cc_by_nc
Usage restriction: openAccess
Self-archived version: publishedVersion


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