Naslov
Student Teachers' Competencies for Inquiry-based Teaching

Autori
Letina, Alena ; Canjek-Androić, Sanja

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
NTED2021 Proceedings / Gómez Chova, L. ; López Martínez, A. ; Candel Torres, I. - Valencia : International Academy of Technology, Education and Development (IATED), 2021, 7292-7301

ISBN
978-84-09-27666-0

Skup
15th International Technology, Education and Development Conference (INTED 2021)

Mjesto i datum
Valencia, Španjolska, 08.03.2021. - 09.03.2021

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
beliefs, inquiry-based learning, knowledge, primary science education, skills.

Sažetak
The complex process of planning inquiry-based teaching requires the appropriate teachers’ professional competencies. Only those teachers, who have sufficient theoretical knowledge of the characteristics and specific features of inquiry-based learning, pedagogical and methodical skills for its successful implementation, and positive conceptions on its application in teaching practice, will be able to carry it out competently, and thus achieve all its benefits. Previous research has shown that teachers often resort to traditional teaching strategies because of the lack of the competencies needed for the organization of inquiry-based learning. That is why it is important to develop these competencies during future teachers’ formal education. This paper presents the results of the research with the aim of determining the level of student teachers’ competencies in inquiry-based teaching in primary science classes, including their knowledge and beliefs about inquiry-based learning, their skills for its effective organization, and the relationship between these three variables. Also, the research aims to determine whether future teachers have any misconceptions about inquiry-based learning. The research was conducted using a sample of 180 students from the Faculty of Teacher Education, University of Zagreb. The obtained results show a high level of students' knowledge about the basic features of inquiry- based learning, and their positive beliefs about its application in primary science classes. However, students self-evaluated their skills in the organization of inquiry-based teaching as partially developed. The results also show the positive correlation between these three variables. Based on the results of this research, recommendations have been made for the development of future teachers’ competencies in the organization and implementation of inquiry-based learning in primary science classes.

Izvorni jezik
Engleski

Znanstvena područja
Interdisciplinarne prirodne znanosti, Pedagogija

POVEZANOST RADA