It is believed that one of the most important contributions a teacher can make to student- teachers’ future success in education is to provide them with ample opportunities to learn and use inquiry-based skills in science (NRC, 1996). Inquiry-based instructions are considered as the creation of a classroom where student-teachers are engaged in essentially student-centred, hands-on activities (Colburn, 2000). Additionally, NSES recommends that “teachers guide, focus, challenge, and encourage student-teachers’ learning at all stages of inquiry” (NRC, 1996:3). Thus, it is critical to know about student teachers’ perspectives on the process of inquiry in initial science teacher education.
Research suggests that student-teachers themselves have opportunities to participate in inquiry-based science learning and must experience a learning environment to maximise their learning (Lederman, 2003; Taylor et al., 2011; Varma, 2007). However, the literature indicates serious deficiencies in the preparation of student-teachers to teach science (Weiss et. al., 2001; 2000; Wilson et al., 2001). Regarding science teacher education programs for student-teachers’ preparation as inadequate in both content and pedagogical strategies (Weiss et. al., 2001; NRC, 2000; Duran et al., 2004), problems in the preparation of student-teachers as prospective teachers lead to an important concern of student-teachers in developing an understanding of inquiry, which encourages effective science teaching consistent with the vision of school science (McLoughlin & Dana, 1999; NRC, 2000). Moreover, the literature points out that many education graduates lack expertise in both science content and pedagogical content, and consequently do not feel confident to teach science (McLoughlin & Dana, 1999; Varma, 2007). For example, when student teac hers’ perspectives on learning about inquiry-based approaches in science were examined, it was found that student-teachers engaged in inquiry supported their development on an understanding of science and scientific inquiry (Varma, 2007). Inquiry-based learning made them more accepting of approaches to teaching science that encourages learners’ questions about scientific phenomena (Haefner & Zembal-Saul, 2004). Thus, it is necessary to explore student teachers’ perspectives on initial science teacher educat ion programs in their preparation of pedagogical practices using inquiry-based instruction. Most studies of the effectiveness of inquiry investigated student teachers’ perspectives on achievement through acquisition of content knowledge, conceptual underst anding, and overcoming misconceptions. Using these variables, studies have demonstrated an increase in student teachers’ achievement in inquiry-based laboratories (Luckie et al., 2004).
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However, research suggests that inquiry instruction results in improved learning (Krajcik et al., 2002; Berg et al., 2003; Varma, 2007), it is not known whether increasing inquiry instruction can significantly change students’ attitude toward science. There is a lack o f evidence in the literature on examining student-teachers’ achievement in laboratory using inquiry have not discovered statistically significant differences (Berg et al., 2003).
Moreover, research suggests that most student teachers’ perspectives about inquiry-based learning also come from their experiences as undergraduates in initial science teacher education (Grossmann et al., 1989). Generally, they are not unlike the confirmatory laboratory experiences found in their high school or college. Trumbull and Kerr (1993) examined a typical undergraduate biology laboratory class, which was highly scripted and tightly controlled. Student-teachers were given questions, and the methods to answer them. They also examined whether student-teachers lack the necessary focus to carry out inquiry- based approaches, for example, the reasons for collecting data. In addition to the problem of being subjected to the models of highly structured inquiry, student-teachers are rarely exposed to discussions about science as a discipline in ITE, and do not participate in discussions of how new knowledge is brought into the field (Bowen & Roth, 1998). Literature indicates a little about student teachers’ perspectives on their knowledge of the process of inquiry, and their motivations for undertaking difficult-to- manage forms of instruction. Keys and Bryan (2000: 2) argue that “the conceptions of inquiry are tied to beliefs about what science is and about what kinds of knowledge and skills are worth teaching in science classrooms”. For the effective practice of inquiry, student-teachers should be told exactly how to do it, as well as understand how to work on it. Thus, the literature indicates a fundamental need for research on student teachers’ perceptions of their knowledge about the process of inquiry.
Moreover, student-teachers follow the teaching style of the teachers they have observed in their schools. According to Darling-Hammond et al. (2001:37), “teachers are probably teaching in the manner that they themselves were taught”. Thus, student-teachers avoid adopting new and challenging teaching methods, and the teaching styles are followed as a tradition. Windschitl (2003) pointed out that the previous experiences are powerful influences on teachers’ classroom behaviours, providing novice teachers with training on the use of a guided- inquiry curriculum; a community-based internship would enhance their inquiry-based teaching in early childhood and elementary classrooms. Ultimately, there is little known about student teachers’ own pedagogical development using inquiry-based teaching in ITE in Pakistan.
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The literature suggests that inquiry-based learning engages student-teachers in learning, and that student-teachers have fun in inquiry-based lessons. Cai (1997) examined how college student teachers’ reactions to teaching styles were influenced by the subject matter of the class in which they were enrolled. Boyce (1992) examined in a study on undergraduates while the style of instruction was superior for skill acquisition, over 50% of the student-teachers reported not liking the learning environment. The previous research on student-teachers engagement using inquiry indicates that a little is known about their perspectives on the various aspects of inquiry-based pedagogy in ITE; particularly, fun, likeness, interest, and motivation attached to the environment in inquiry-based lessons (Varma, 2007; Hayes, 2006).
Additionally, student-teachers react differently to various teaching strategies used by the teacher within the classroom and teachers’ activities may influence the student-teachers’ attitude and perspectives. Vaughn et al. (1993 :108) suggest that “students are actively
shaping the classroom with their preferences and act..., and these preferences likely influence teaching procedure”. Thus, there is little known about students’ responses and
attitudes to teachers’ planning and changes in their teaching strategies using inquiry-based approaches.
In sum, there is a range of experiences that can influence student teachers’ perspectives of inquiry-based learning. They range from their own experiences, to work in science laboratory settings, to coursework in science teacher education, their previous schooling, and teachers’ actions. Shapiro (1996) conducted a study with an elementary science methods class and found that 90% of her student-teachers had never experienced science as an investigation, and that most of those who had, did so in school science fairs. She found that student-teachers appreciated the need to make changes in the design of the investigation in order to solve the problem, and stressed the importance of perseverance, as well as skills in communicating results with others. Thus, student teachers’ perspectives are likely to alter their image of inquiry as they are to enhance it, and to develop robust understanding of science practices.
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3.6 Chapter Summary
Thus, in my study, I shall be focusing on teachers’ and student teachers’ perceptions of the role and importance of inquiry-based approaches in ITE in Pakistan. In conclusion from the literature, the teachers’ and student teachers’ perspectives of inquiry-based pedagogy is reviewed, in light of the fact that everyone is likely to say that it is important to promote inquiry in science teacher education; however, inquiry is perceived very different ly through the practice of teaching in science teacher education programs. The next chapter presents an overview of teaching methods in ITE in Pakistan. The implications for teachers using inquiry, and the opportunities and challenges facing the teachers a nd student-teachers in science teacher education in Pakistan will be reviewed.
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Chapter 4
Teaching Approaches in Pakistan
4.1 Introduction
This chapter presents a review of the teaching methods in science in initial teacher education (ITE) in Pakistan. This also sheds light the opportunities and challenges to the teacher-educators and student-teachers in the initial science teacher education. At the end, this chapter addresses implications to the teacher-educators’ perspectives on their practices, professional development in ITE, the teachers’ understanding of their practices and any contradictions between their perceptions and those of their student-teachers.