Preservice Teachers’ Beliefs and Development of Inquiry Pedagogy: A Partnership Model for University Credential Courses

• In Event: Addressing Beliefs and Notions of Preservice Teachers

Abstract

This study explores preservice teachers’ beliefs and attitudes towards inquiry science and development of their pedagogical knowledge during a seven-week partnership between a university and two elementary schools. Extensive research supports the use of inquiry science, reporting it as a predictor of student achievement and interest in science. However, facilitating inquiry-based science is challenging and requires in-depth content and pedagogical knowledge. This partnership enabled preservice teachers to apply theory to practice using a collaborative model. Analysis of 40 preservice teachers’ surveys and course work reveals increased confidence in inquiry pedagogical knowledge and three themes regarding their understanding of inquiry science: (1) personal growth from the practicum experience, (2) the importance and challenge of questions, and (3) assessing student learning.

Authors

• Kimberly A. Norman, California State University - Fullerton

• Kimberly Case, California State University - Fullerton

• Monica True, Orchard Hills School