An Action Research on Developing Prospective Teachers’ Inquiry Skills

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.