Model-based inquiry for pre-service primary teacher training: science teacher educators’ interviews analysis

Abstract

In this paper we show the analysis of audio-taped interviews carried out with fourteen Science Teacher Educators who declare their opinion about what is a priority for pre-service Primary School Teachers training and how they develop it in their science education classroom. These interviews were analyzed in order to characterize the elements of the Model-based Inquiry approach that teacher trainers stand out among the priorities of pre-service primary teachers training. The results show elements of inquiry highlighted by almost all Science Teacher Educators such as asking questions and explaining everyday phenomena, which are very close to the characteristics of this teaching approach. In order to promote inquiry-based teaching approaches in teacher training we have also identified profiles of science educators, depending on the elements of the approach stated.