The majority of teachers and student-teachers in this study reported that they had little or no previous exposure to inquiry-based science through their high school or co llege science courses, but they had exposure to the inquiry form of instruction and learning in ITE through the science methods course they had taken. The student-teachers and teacher- educators recalled experience of inquiry-based teaching exposure in their basic science courses (e.g. a physics course). They indicated that at the time when they went through their science content course they did not recognize the teaching strategies as inquiry-based, nor did they realize the value of the teaching strategies being used. This finding is
179
consistent with reports in the literature that teacher-educators do not receive adequate preparation in the theory and practice of inquiry (Hayes, 2002). This is, to a certain extent, the case in ITE in Pakistan because teachers as well as student-teachers have been brought up in the same education system and context.
In this study, teacher-educators indicated that the concept of classroom inquiry and inquiry-based pedagogy was emphasized through the science methods course and that they drew connections to their earlier experiences with inquiry-based pedagogy only after being exposed to classroom inquiry. However, the development of the skills necessary to carry out inquiry was facilitated through participation in inquiry-based activities. The questionnaire and interview data showed that guided inquiries are used more fo r teaching the science concepts and developing the abilities necessary to carry out inquiry, consistent with NSES (NRC, 2000). However, the majority of student-teachers did not experience inquiry-based pedagogy by teacher-educators and this finding is consistent with Abell (2006). In the present teaching situation in the ITE program at the University of X, the transmission mode of teaching has been developing teachers as ‘stereotype’ teachers rather than as scientifically literate people. Teachers need to look at how key science ideas contribute to student-teachers’ lives. The results of this study show that students-teachers develop an understanding of the components and abilities necessary to conduct inquiry through a science method course, particularly in a Pakistani classroom where the lecture method is often used.
The prior literature points out that construction of an identity as a science teacher can be complicated, due to the multifaceted nature of inquiry science teaching (Colburn, 2000; Hayes, 2002). However, most student-teachers in this study reported that the teaching strategies taught and practiced by the student-teachers on the science methods course were beneficial to them in developing their own teaching strategies. This is consistent with the findings reported in the literature, that engaging student-teachers in scientific inquiry-based courses not only leads to the development of their understanding of science inquiry but that it also helps student-teachers become more accepting of inquiry-based approaches to teaching science that encourage students’ questions about scientific phenomena ( Haefner & Slekar, 2006).
In addition, the student-teachers reported that an interesting benefit of inquiry-based science teaching and learning strategies is the inculcation of confidence in them and a readiness to use inquiry to teach science; ultimately, they gain a realization that this form of science instruction can be used by them. These results are consistent with Hudson
180
(2004). Also, this course had been used to examine the development of student-teachers’ thinking about science teaching and the nature of science (Newman et al., 2004; Abell et al., 2001).
Moreover, the results of this study indicated that inquiry-based pedagogy in the science methods course gave student-teachers insight into what teaching practices they would and would not adopt. For example, the student-teachers were accepting of an inquiry-based pedagogy for teaching science as it alleviated their apprehension about teaching science, stemming from their insecurity about their knowledge of science content and their fear of not being able to respond to all the student-teachers’ questions which might be raised during inquiries. Specifically, with exposure to inquiry-based science pedagogies through the science methods course, their view of teaching science has often changed from the traditional view, where teachers are expected to be subject experts and provide answers to all the student-teachers’ questions, to a view which is consistent with the NSES recommendations that teachers support student-teachers’ inquiries and intervene in the learning process to encourage, challenge, and focus student-teachers (NRC, 2000).
Little attention had been given to student-teacher and teacher perceptio ns of the development of the teachers’ and student-teachers’ own pedagogy in science after completing the science methods course in ITE at the University of X, before this present study. This gap in research is therefore addressed through this research study. The majority of the student-teachers in this study indicated that the teaching strategies they used were consistent with those that were taught in the science methods course and that these similarities helped them to understand inquiry-based pedagogy for teaching science, a finding which is consistent with Kuhn (2004).
Having said that, science method course is potentially influential factors in development of teacher-educators and student-teachers. Overall, the results of this study indicate that student-teachers report being prepared for, and start understanding, an inquiry-based approach to teaching and learning after completing the science methods course. This study has successfully answered RQ1. However, it was not known previously that the majority of the student-teachers and teachers in this study indicated their intent to use inquiry-based strategies to teach science in their classrooms. There is indication in the literature that a science methods course can change student-teachers’ perceptions. Therefore, it is possible that these student-teachers might implement inquiry in their classrooms.
181
8.2.3.1 Inquiry-based Pedagogies’ Engagement in Learning
An interesting benefit cited by teacher-educators and student-teachers of inquiry-based pedagogy arising from learning science was that it engages student-teachers in their own learning process and helps in managing the class. Teacher-educators indicated that student- teachers who are engaged in inquiry-based science activities would face fewer class room behaviour and management challenges. The teacher-educators felt that the inquiry form of instruction afforded opportunities to keep student-teachers engaged that this would perhaps lead to fewer classroom management problems in ITE in Pakistan classroom. Specifically, Hayes (2002) found that with regard to teacher-educators’ concerns about implementing inquiry with their student-teachers, teacher-educators appeared to be worried about the possibility of discipline problems, and expressed concerns about maintaining control of their student-teachers during open-ended science activities or explorations required for inquiry-based learning. Also, this adds to our knowledge in the context of Pakistani traditional classroom, where many teachers wish to have co mfort and no discipline problems during their teaching when student-teachers are involved in learning using inquiry-based methods.
The findings do indeed indicate that most of the teachers appeared to be worried about the possibility of discipline problems and expressed concern about maintaining control of their student-teachers during the open explorations and group discussions required for inquiry- based learning. Therefore, they risked missing out the components of fun, interest and enjoyment in learning. Others have pointed out that concerns about classroom management are quite common for student-teachers and teachers, consistent with prior studies (Bullough, Knowles & Crow, 1992). They, therefore, might not be specific to teaching by inquiry-based approaches in science.
Also, until this present study, little attention has been devoted to the fact that many teachers and student-teachers enjoy their learning in ITE when they are engaged in activities when they can bring out the solution of a problem. Also, concepts could be clarified when they got stuck solving questions or science problems; they struggled to solve them, and even though they may not have got the correct answer, they learned in the process. Thus, the teachers confine themselves only to quest ions as classroom activities though can still provide a range of activities or planned experiments in laboratories.
Moreover, student-teachers also pointed out that their concerns about classroom management are quite common and they, therefore, might not only be specific to using
182
inquiry-based science. One of the benefits cited by student-teachers of inquiry-based approaches to learning science was in the area of classroom behaviour management. The majority of student-teachers are of the view that if they are engaged in inquiry-based science then this would perhaps lead to a friendly atmosphere in the classroom. But, student-teachers also have concerns about the real practices of the classroom, in that the majority are autocratic and do not wish to develop a n interactive environment with student- teachers. Many teachers do not welcome student-teachers’ participation and do not wish to be challenged by inquiries from student-teachers. Teachers’ attitudes to student-teachers in student-centred approaches are also consistent with prior studies (Mohammed, 2006; Khan and Saeed, 2009; Hayes, 2002; Ahmed, 2011; Hussain, 2010).
8.3 Research Question 2: How do Teacher-educators and Student-teachers Perceive