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Inquiry-Based Instruction Of Eight Emirati Elementary Preservice Science Teachers:, A Phenomenographic Study

A. Al-Naqbi

Published 2019 in المجلة التربوية الدولية المتخصصة

ABSTRACT

This phenomenographic study summarizes eight elementary preservice science teachers’ (ePSTs’) experiences with an actual practices related to inquiry-based instruction (I-BI) and the obstacles they encountered to using I-BI. Multiple sources of data, including questionnaires, classroom observations, and semi-structured interviews, were employed. Tracking the ePSTs’ background knowledge during their years as secondary school students revealed that the teacher-centred approach was the predominant method experienced by most of the participants; some essential features of inquiry were available to only a few of the ePSTs. Prior to joining the teaching science methods course, five of the eight participants were unaware of I-BI. After participating in the teaching science methods course, the participants gained a strong awareness of I-BI; however, during their teaching practicum, the participants devoted less than 25% of their instructional time to this approach. Additionally, the findings revealed several obstacles that hindered the participants from implementing I-BI, such as the science curriculum that had to be covered, students’ maturity and skills, and the dominance of traditional teaching approaches. The implications of these findings are discussed to enhance the preparation level of ePSTs.

PUBLICATION RECORD

  • Publication year

    2019

  • Venue

    المجلة التربوية الدولية المتخصصة

  • Publication date

    Unknown publication date

  • Fields of study

    Not labeled

  • Identifiers
    DOI 10.36752/1764-008-003-010
  • External record

    Open on Semantic Scholar

  • Source metadata

    Semantic Scholar

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