Belief is considered to be one of the important factors that influences pedagogy. In inquiry-based teaching (henceforth, IBT), a student-centered pedagogy, instructions of teacher are of particular importance to facilitate students in active and extended learning. Studies found that instructional practices in teaching vary from teacher to teacher. Belief might be one of the factors for such variation. Several others studies explored the relation between the belief and practice, but no research has been conducted so far in Bangladesh regarding secondary science teachers' beliefs and practices in IBT. The problem discussed here is, therefore, whether there is any consistence between belief and IBT and challenges to implement IBT. The aim of the research was to explore if teachers' beliefs on IBT influences actual classroom practice of science teachers and associated challenges. For this, a qualitative approach is used. To collect data, four teachers of Physics, Chemistry, Botany, and Zoology subjects at secondary level were conveniently selected. Firstly, classroom observation with a belief schedule was used to understand the actual practice of teachers. Next, the teachers were provided with a belief schedule where teachers beliefs were reflected. A semi-structured interview was also used to collect data from science teachers. Result shows that the teachers who believed science learning was associated with inquiry-based scientific practices, imparted it in their practice and vice versa. Large class size, interest, and abilities of students, insufficient time for preparation are the major constraints found in this study. Contents of the textbook are not in line with the curriculum was another major challenge. Mitigation of such contextual constrains and the adoption of inquiry-based curriculum should come along with the adjustment of content in the textbook. At the same time, it may be useful to unpack the beliefs of teachers and reflect on what own beliefs mean for practice.

Since the last decade of previous millennium e-portfolio has become a frequent topic of discussion in teacher education contexts. It is seen as one of the prominent innovations in educational technology that demonstrates teachers’ tangible development of competencies over time. Vast amount of literature is available that document the relative advantages and consequent advocacy for its implementation across disciplines, institutions, and applications. In Malaysia, research on e-portfolio is sparse, and particularly in pre-service teacher education it has never been explored. This article describes the findings of a qualitative study examining fifty-five pre-service ESL teachers’ learning experiences while they created e-portfolios as a part of their course requirement at Universiti Sains Malaysia (USM). Data was collected through structured surveys. Findings indicate that most of the participants perceived the process of reflecting on course objectives contributed to their growth and development. Participants also reported several drawbacks of e-portfolios which are required to consider for its successful implementation in teacher education of Malaysia.

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