The Process of Inquiry-Based Teaching Practices from the Perspective of Prospective Mathematics Teachers

Abstract

Introduction: Inquiry-based teaching is a constructivist-based method that has become popular in recent years. In this method, students work in a systematic way like a scientist during the research process, actively participate in the learning process, solve problems and learn in practice. The aim of this study is to reveal the opinions of prospective teachers about inquiry based teaching practices.Methods: The study was designed in a qualitative research design. The participants of the study are primary mathematics teacher candidates. Data were collected through semi-structured interviews conducted face-to-face with the students. The data were analyzed using content analysis. The findings obtained from the analysis of the prospective teachers’ views were presented with the relevant themes and codes under the titles.Results: Some of the findings of the prospective teachers’ opinions about the process in which inquiry-based teaching method is applied are as follows. It provides permanent learning, is suitable for real life, develops skills such as research, problem solving, leadership, motivates and gives experience to the profession, is learned actively by doing and experiencing in the process, unexpected difficulties are encountered, the traditional method is easier, not suitable for every course, the lecturer should give more feedback and guidance, communication and coordination in group work is required.Discussion: Prospective teachers stated many positive opinions about the process in which the course content was taught using inquiry-based method. It can be said that the application process positively influences the practical knowledge and skills of teacher candidates. However, it is seen that some prospective teachers find the process tiring and time consuming. It is understood that teacher candidates have intense concerns about Public Personnel Selection Examination (KPSS) and this affects the process. KPSS is a test in Turkey for prospective teachers where they should get enough points to be appointed as teachers after graduation. Although the participants of this study are 3rd grade prospective teachers and they take the KPSS exam after graduation; it is understood that KPSS affects them and their motivation.Limitations: This research is limited to the measurement and evaluation course and to the 3rd grade mathematics teacher candidates who are the participants of this study.Conclusions: Prospective teachers mostly have positive opinions about the inquiry-based teaching process. It can be said that it would be beneficial to use this method in teacher education.

The Dual Role of a Reflective Future Teacher during School Practise

“…Group work was carried out in each lesson, although its duration varied considerably. Working in a group has many benefits for effective learning and prepares school students for future work (Burdett, 2003;Sarıca & Çetin, 2020;Matúšová & Kollár, 2023). According to Vrieling-Teunter et al (2022), the students had the potential to develop their inquiry skills, problem solving skills, team learning, relationship and increase motivation.…”

“…On the other hand, organisational preparation is related to the preparation of the workplace and the necessary didactic (teaching) aids (Krzeczkowska, 2020). According to researchers, teaching strategies are important for an effective educational process (Gabel, 1999;Sarıca & Çetin, 2020). Teachers must be characterised by a flexible working style that changes the methods of work and the scope of the material in response to the needs and interests of the students.…”