A1 Journal article (refereed)
Pre-service and in-service teachers’ experiences of inquiry-based primary science teaching : a collaborative team teaching model (2019)

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, 18(4), 583-594. https://doi.org/10.33225/jbse/19.18.583

JYU authors or editors

Publication details

All authors or editors: Havu-Nuutinen, Sari; Kervinen, Anttoni; Uitto, Anna; Laine, Aulikki; Koliseva, Anniina; Pyykkö, Lassi; Impiö, Pentti; Aittola, Tiina

Journal or series: Journal of Baltic Science Education

ISSN: 1648-3898

eISSN: 2538-7138

Publication year: 2019

Volume: 18

Issue number: 4

Pages range: 583-594

Publisher: Scientia Socialis

Publication country: Lithuania

Publication language: English

DOI: https://doi.org/10.33225/jbse/19.18.583

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/65199

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 in-service 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 inquiry-based 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.

Keywords: co-teaching; teacherhood; teaching and instruction; teachers; natural sciences; questionnaire survey; experiences (knowledge)

Free keywords: collaborative team teaching model; inquiry-based science teaching; survey research; teachers’ experiences

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2019

JUFO rating: 1