Future Teachers’ Perceptions about Their Preparedness to Teach Science as Inquiry

Driven by current educational policies and the community of science education researchers, inquiry-based science education (IBSE) poses a challenge for both in-service and pre-service teachers (PSTs). This research aims to explore, describe, and characterize PSTs’ perceptions of their preparedness t...

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Detalles Bibliográficos
Autores: Achurra Ahumada, Ainara, Zamalloa Echevarría, Teresa, Uskola Ibarluzea, Araitz
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/68985
Acceso en línea:http://hdl.handle.net/10810/68985
Access Level:acceso abierto
Palabra clave:inquiry
preparedness
beliefs
science education
pre-service teachers
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spelling Future Teachers’ Perceptions about Their Preparedness to Teach Science as InquiryAchurra Ahumada, AinaraZamalloa Echevarría, TeresaUskola Ibarluzea, Araitzinquirypreparednessbeliefsscience educationpre-service teachersDriven by current educational policies and the community of science education researchers, inquiry-based science education (IBSE) poses a challenge for both in-service and pre-service teachers (PSTs). This research aims to explore, describe, and characterize PSTs’ perceptions of their preparedness to implement IBSE in primary school classrooms. Qualitative and quantitative data were collected through a questionnaire administered to 102 PSTs in two moments of their IBSE training at a university during their Primary Education degree. According to the findings, almost all PSTs demonstrated a strong willingness to implement IBSE in their future classrooms. However, these PSTs perceive their preparedness differently: some PSTs feel very prepared; some others only feel prepared if certain obstacles do not exist; there are PSTs who believe they lack knowledge on IBSE; some PSTs need more confidence; and some PSTs need all of the above (the least prepared). Additionally, it was found that some PSTs exhibit overconfidence. In conclusion, the data reveal diversity in preparedness for IBSE among PSTs, underscoring the importance of conducting this type of exploration to develop strategies that address the unique strengths and limitations of each PST.This study was developed within the KOMATZI (GIU21/031) research group and the research project PID2022-137010OB-I00 funded by MCIN/AEI/10.13039/501100011033/ FEDER.MDPI202420242024info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/68985reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/MCIN/PID2022-137010OB-I00/https://doi.org/10.3390/educsci14070700info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/© 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.oai:addi.ehu.eus:10810/689852026-06-18T09:23:17Z
dc.title.none.fl_str_mv Future Teachers’ Perceptions about Their Preparedness to Teach Science as Inquiry
title Future Teachers’ Perceptions about Their Preparedness to Teach Science as Inquiry
spellingShingle Future Teachers’ Perceptions about Their Preparedness to Teach Science as Inquiry
Achurra Ahumada, Ainara
inquiry
preparedness
beliefs
science education
pre-service teachers
title_short Future Teachers’ Perceptions about Their Preparedness to Teach Science as Inquiry
title_full Future Teachers’ Perceptions about Their Preparedness to Teach Science as Inquiry
title_fullStr Future Teachers’ Perceptions about Their Preparedness to Teach Science as Inquiry
title_full_unstemmed Future Teachers’ Perceptions about Their Preparedness to Teach Science as Inquiry
title_sort Future Teachers’ Perceptions about Their Preparedness to Teach Science as Inquiry
dc.creator.none.fl_str_mv Achurra Ahumada, Ainara
Zamalloa Echevarría, Teresa
Uskola Ibarluzea, Araitz
author Achurra Ahumada, Ainara
author_facet Achurra Ahumada, Ainara
Zamalloa Echevarría, Teresa
Uskola Ibarluzea, Araitz
author_role author
author2 Zamalloa Echevarría, Teresa
Uskola Ibarluzea, Araitz
author2_role author
author
dc.subject.none.fl_str_mv inquiry
preparedness
beliefs
science education
pre-service teachers
topic inquiry
preparedness
beliefs
science education
pre-service teachers
description Driven by current educational policies and the community of science education researchers, inquiry-based science education (IBSE) poses a challenge for both in-service and pre-service teachers (PSTs). This research aims to explore, describe, and characterize PSTs’ perceptions of their preparedness to implement IBSE in primary school classrooms. Qualitative and quantitative data were collected through a questionnaire administered to 102 PSTs in two moments of their IBSE training at a university during their Primary Education degree. According to the findings, almost all PSTs demonstrated a strong willingness to implement IBSE in their future classrooms. However, these PSTs perceive their preparedness differently: some PSTs feel very prepared; some others only feel prepared if certain obstacles do not exist; there are PSTs who believe they lack knowledge on IBSE; some PSTs need more confidence; and some PSTs need all of the above (the least prepared). Additionally, it was found that some PSTs exhibit overconfidence. In conclusion, the data reveal diversity in preparedness for IBSE among PSTs, underscoring the importance of conducting this type of exploration to develop strategies that address the unique strengths and limitations of each PST.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/68985
url http://hdl.handle.net/10810/68985
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/MCIN/PID2022-137010OB-I00/
https://doi.org/10.3390/educsci14070700
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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