Pre-service Teachers’ Views of Inquiry Teaching and Their Responses to Teacher Educators’ Feedback on Teaching Practice
 
More details
Hide details
1
Chuncheon National University of Education, SOUTH KOREA
2
University of Victoria, CANADA
3
Roosevelt University, USA
4
Gongju National University of Education, SOUTH KOREA
5
Chosun University, SOUTH KOREA
Publish date: 2013-12-14
 
EURASIA J. Math., Sci Tech. Ed 2013;9(4):347–359
KEYWORDS
ABSTRACT
This study attempted to explore 15 Korean elementary pre-service teachers’ views of inquiry teaching. During a science teaching methods course, pre-service teachers implemented a peer teaching lesson, had a group discussion to reflect on five teacher educators’ comments on their first peer teaching practice, and revised and re-taught the lesson as a second peer teaching practice. The results indicate that pre-service teachers changed their views of inquiry teaching from following the process of inquiry or a completely unstructured discovery approach to facilitating students’ inquiry learning with instructional guidance. The importance of reflective group discussion and re-teaching a lesson is discussed.
eISSN:1305-8223
ISSN:1305-8215