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

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dc.contributor University of Helsinki, Maker@STEAM en
dc.contributor University of Helsinki, Maker@STEAM en
dc.contributor.author Havu-Nuutinen, Sari
dc.contributor.author Kervinen, Anttoni
dc.contributor.author Uitto, Anna
dc.contributor.author Laine, Aulikki
dc.contributor.author Koliseva, Annina
dc.contributor.author Pyykkö, Lassi
dc.contributor.author Impiö, Pentti
dc.contributor.author Aittola, Tiina
dc.date.accessioned 2019-08-08T07:27:02Z
dc.date.available 2019-08-08T07:27:02Z
dc.date.issued 2019
dc.identifier.citation 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 en
dc.identifier.issn 1648-3898
dc.identifier.other PURE: 125962255
dc.identifier.other PURE UUID: 0f003455-9dee-405a-8244-a4da8e015628
dc.identifier.other WOS: 000479305300009
dc.identifier.other ORCID: /0000-0003-1689-6457/work/63685004
dc.identifier.other ORCID: /0000-0002-1568-7808/work/63685690
dc.identifier.uri http://hdl.handle.net/10138/304369
dc.description.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. fi
dc.format.extent 12
dc.language.iso eng
dc.relation.ispartof Journal of Baltic Science Education
dc.rights en
dc.subject 516 Educational sciences en
dc.subject collaborative team teaching model en
dc.subject inquiry-based science teaching en
dc.subject survey research en
dc.subject teachers' experiences en
dc.subject INSTRUCTION en
dc.subject BELIEFS en
dc.title Pre-service and in-service teachers' experiences of inquiry-based primary science teaching : A collaborative team teaching model en
dc.type Article
dc.description.version Peer reviewed
dc.identifier.doi https://doi.org/10.33225/jbse/19.18.583
dc.type.uri info:eu-repo/semantics/other
dc.type.uri info:eu-repo/semantics/publishedVersion
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