An Action Research on Developing Prospective Teachers’ Inquiry Skills


Show simple item record Kuter, Sıtkıye 2016-05-03T20:21:03Z 2016-05-03T20:21:03Z 2013
dc.identifier.citation Kuter, S. (2013). An action research on developing prospective teachers’ inquiry skills. Journal of Educational and Social Research MCSER Publishing, 3(7), 317-324. en_US
dc.identifier.issn 2239-978X(Print)
dc.identifier.issn 2240-0524(Online)
dc.description The file in this item is the publisher version (published version) of the article. en_US
dc.description.abstract One of the ultimate aims of teacher education programs is to equip prospective teachers with the necessary professional skills and dispositions so that they can build and maintain a philosophy of teaching and learning that is constantly reviewed based on an understanding of research and practices. Developing student teachers’ inquiry skills by engaging them in research is one of the indispensable parts of teacher education programs since it provides the basis of their ongoing professional development. The aim of this study is to examine how a process-oriented instructional design helps prospective teachers develop their inquiry skills in educational research methods course. The sample of the study consisted of all forty-two student teachers enrolled in the course in the Faculty of Education. The study adopted action research as a research methodology and gathered data using qualitative data collection instruments. A process research-based inquiry environment was designated to explore the factors influencing the developmental process of student teachers’ inquiry skills. The credibility and objectivity of the study was ensured through inquiry audits and data triangulation. The analysis of multiple qualitative data sources provided invaluable findings as regards the factors having impact on student teachers’ development of inquiry skills. It was found out that instructional process, collaboration and instructional scaffolding are integral in inquiry-based instruction. These elements were also considered to be influential on the development of student teachers’ inquiry skills. The findings of the study revealed certain programmatic implications worthy of consideration. en_US
dc.language.iso eng en_US
dc.publisher MCSER Publishing, Rome-Italy en_US
dc.relation.isversionof 10.5901/jesr.2013.v3n7p317 en_US
dc.rights info:eu-repo/semantics/openAccess en_US
dc.subject Inquiry-based Instruction en_US
dc.subject Collaboration en_US
dc.subject Scaffolding en_US
dc.subject Instructional Design en_US
dc.title An Action Research on Developing Prospective Teachers’ Inquiry Skills en_US
dc.type article en_US
dc.relation.journal Journal of Educational and Social Research en_US
dc.contributor.department Eastern Mediterranean University, Faculty of Eduactaion, Department of Educational Sciences en_US
dc.contributor.authorID TR215031 en_US
dc.identifier.volume 3 en_US
dc.identifier.issue 7 en_US
dc.identifier.startpage 317 en_US
dc.identifier.endpage 324 en_US

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