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

Abstract

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.

Keywords

• inquiry
• preparedness
• beliefs
• science education
• pre-service teachers