Pre-Service and in-Service Teachers’ Experiences of Inquiry-Based Primary Science Teaching: A Collaborative Team Teaching Model

Havu‐Nuutinen, Sari; Kervinen, Anttoni; Uitto, Anna; Laine, Aulikki; Koliseva, Anniina; Pyykkö, Lassi; Impiö, Pentti; Aittola, Tiina

doi:10.33225/jbse/19.18.583

Cited by 7 publications

(5 citation statements)

References 34 publications

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“…On the other hand, pre-service teachers may be more tech-savvy and open to trying new teaching methods, but they may lack the practical experience and knowledge of classroom management that comes with years of teaching. The collaboration obviously supports initial and improvement of professional development, ideas sharing of new teaching methods, and teacher motivation (Havu-Nuutinen et al, 2019). Collaborative action research assists pre-service teachers to train themselves in terms of reflective abilities in professional development practices when taking part in a learning community filling the gaps left by the absence of some tutors' good examples (Qing-li et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Professional Development Altogether: Pre-Service and In-Service EFL Teacher Collaboration in Doing Classroom Action Research

Ridwan

ATHENA

2023

Elsya

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Classroom action research is one of the way pre-service and in-service teachers performed professional development in classroom research to gain better quality of teaching- with different portion and ways. This research deliberates the outcome of a case study involving an Indonesian in-service teacher in a collaborative action research with one pre-service teachers from a college of Education, STKIP PGRI Bangkalan, during an internship period. They worked on the classroom problems found during internship term and attempted to find the way to overcome them through technology integration in the instruction. Five open-ended questions were given to the in-service teacher and the pre-service teacher. With qualitative data analysis, the research found some significant results: 1) The in-service teacher felt more helped in utilizing technology, especially in the use and making of podcast for teaching listening. The teacher’s years of experience in handing teaching learning process in the class compiled the pre-service teacher’ competence as a novice teacher. (2) On the other side, the in-service teacher, felt more helped in getting fresh idea of teaching EFL, especially with the technology utilization. Challenges from both perspectives were also found in terms of workload, internship duration, feedbacks, digital literacy, pedagogical belief, and publication. Overall, professional development has been achieved by the two kinds teacher, and one of the means of doing that is through collaborative action research.

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Section: Discussionmentioning

confidence: 99%

Professional Development Altogether: Pre-Service and In-Service EFL Teacher Collaboration in Doing Classroom Action Research

Ridwan

ATHENA

2023

Elsya

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“…Pre-service teachers have recent knowledge and ideas concerning inquiry-based and integrative learning activities from their university courses (which have followed the recently updated national core curriculum) as well as those provided by the teacher educators during the orientation phase (refer to Figure 1). In-service teachers, in turn, have expertise in everyday school practices, student groups, and suitable pedagogical approaches (Havu-Nuutinen et al, 2019). The teacher educator member of the team facilitates and supports the team with ideas and current knowledge and provides material and resources from the university.…”

Section: The Developed Professional Learning Model For Co-teachingmentioning

confidence: 99%

“…This study explored the challenges related to co-teaching that arose and how they were coped with during a professional learning project piloted in the Finnish teacher education context (Kervinen et al, 2016;Havu-Nuutinen et al, 2019). In the designed model, pre-service teachers and in-service teachers were encouraged to strive for equal collaboration despite their different backgrounds.…”

Section: Introductionmentioning

confidence: 99%

From pre- and in-service teachers’ asymmetric backgrounds to equal co-teaching: Investigation of a professional learning model

Kervinen

Portaankorva-Koivisto

Kesler

et al. 2022

Front. Educ.

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The existing co-teaching practices in teachers’ professional learning emphasize collaboration between pre-service and in-service teachers. Although this collaboration is usually defined by a mentor–student relationship with asymmetric power relations, successful co-teaching practices in schools are considered to involve parity, resulting in mutual learning for all involved parties. In this study, we designed a model for teachers’ professional learning in which pre- and in-service teachers collaborate and have shared goals, with the aim of equal responsibilities for planning and implementing instruction, despite the teachers’ diverse backgrounds. During the 4 years of piloting and developing the model in the Finnish teacher education context, we investigated how the participants reflected on the co-teaching process. We analyzed data from collaborative reflection sessions to identify the challenges and benefits of this untypical form of collaboration. The findings showed that asymmetric backgrounds may cause challenges, but that if these are overcome, they can also create opportunities for valuable co-teaching experiences for all the participants. Helping the participants initiate the co-teaching process and take different roles appeared to be essential for a successful process. We discuss the findings regarding the development of co-teaching practices in teacher education and in schools.

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“…As a result, the implementation of inquiry necessitates the utilization of exploratory scientific procedures and a methodology closely aligned with the ways in which scientists investigate the environment and generate scientific knowledge [25][26][27]. Guided inquiry in the classroom has the potential to enhance students' acquisition of scientific knowledge [28], promote argumentative capacity based on scientific procedures such as observation, discovery, comparison, explanation, discussion, and questioning [29,30], and can be further enriched when combined with other strategies, such as collaborative learning [31,32].…”

Section: Introductionmentioning

confidence: 99%

Is It Possible to Apply Inquiry in the First Level of Primary School without Hindering the Acquisition of Scientific Competencies? Perspectives of Pupils and Their Pre-Service Teacher

Delgado-Iglesias,

Bobo-Pinilla,

Reinoso-Tapia

et al. 2024

Education Sciences

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The aim of this study is to assess the application of inquiry as a teaching strategy during the practicum of a pre-service teacher and to verify the acquisition of scientific skills by her students. The importance of this study is the application of inquiry as a teaching strategy at lower levels of basic education to contribute to scientific skills and scientific literacy. The sample consisted of 27 pupils in the first level of primary education and one pre-service teacher in a Spanish school. The methodology used was a case study with a participatory experimental design, incorporating guided discovery and teacher questioning focused on plant growth. The results indicate that the pupils improved their understanding and assimilation of content related to plant functions, scientific procedures, and critical thinking. The pre-service teacher demonstrated mastery of the inquiry-based methodology, confirming an adequate level of both pedagogical and scientific competence. Some suggestions are provided to enhance her training. The study concludes by demonstrating that it is possible to implement inquiry at any educational level, despite the potential limitations of the students. It is recommended that pre-service teachers receive comprehensive training to enable them to facilitate the acquisition of scientific competence among their students.

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Pre-Service and in-Service Teachers’ Experiences of Inquiry-Based Primary Science Teaching: A Collaborative Team Teaching Model

Cited by 7 publications

References 34 publications

Professional Development Altogether: Pre-Service and In-Service EFL Teacher Collaboration in Doing Classroom Action Research

Professional Development Altogether: Pre-Service and In-Service EFL Teacher Collaboration in Doing Classroom Action Research

From pre- and in-service teachers’ asymmetric backgrounds to equal co-teaching: Investigation of a professional learning model

Is It Possible to Apply Inquiry in the First Level of Primary School without Hindering the Acquisition of Scientific Competencies? Perspectives of Pupils and Their Pre-Service Teacher

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