ERIC Number: EJ1259244
Record Type: Journal
Publication Date: 2020-Aug
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1571-0068
EISSN: N/A
Available Date: N/A
Compare Inquiry-Based Pedagogical Instruction with Direct Instruction for Pre-Service Science Teacher Education
International Journal of Science and Mathematics Education, v18 n6 p1063-1083 Aug 2020
Formal teacher preparation programs are facing the challenge of ineffective instruction of educational theories. It is partly because educational theories are taught through direct instruction, which could lead to problems such as impersonality and low motivation of pre-service teachers. In addition, it is also an unwieldy task for teacher educators to cover meaningfully a tremendous amount of theories through direct instruction within a limited time. This study presents an innovative approach of Inquiry-based Pedagogical Instruction (IPI) as a possible solution. The IPI approach has two key features: explicit modeling and scaffolding. In this quasi-experimental study, I compare IPI and direct instruction in promoting pre-service teachers' competence in terms of their knowledge associated with science teaching and their disposition in terms of their sense of belonging to science and science teaching. The participants are 39 pre-service teachers in Phase 1 with 23 of them receiving IPI and the other 16 receiving direct instruction and 92 pre-service teachers in Phase 2 with 42 receiving IPI and 50 receiving direct instruction. The results from two-way ANOVA and effect size analyses suggest that IPI is a promising alternative to direct instruction for the instruction of pedagogical knowledge. IPI has the potential to empower pre-service teachers with the competence and disposition with which they are capable and willing to construct their knowledge of teaching. Implications for future research are also discussed.
Descriptors: Inquiry, Active Learning, Direct Instruction, Preservice Teacher Education, Preservice Teachers, Science Instruction, Teaching Skills, Knowledge Base for Teaching
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A